井坂 行男

本研究では,聴覚障害児に対する音楽科指導の現状や今後の在り方を検討するために,聴覚特別支援学校小学部の音楽科指導に関する質問紙調査を実施した。第一次調査の結果,音楽科の4つの活動のうち音楽づくりの活動の実施率の低さ,指導の際の音の聴取における困難及び指導方法等での困難が多く挙げられた。また,活動毎の内容に関連する効果が児童に認められること等も明らかになった。第二次調査の結果,拡大楽譜や映像といった視覚的な教材の使用が,児童の理解や関心を促せること,理解度や授業に取り組む態度を重視する個人評価が実施されていることが分かった。聴覚障害児に対する音楽科指導の一層の充実には(1)ICT機器の充実度の違い,(2)教員間での情報交流の場の設定,(3)4つの活動毎の実施率のばらつき,という3点が課題と考えられた。The purpose of this study is to understand the current states of music instruction and to envisage the ideal future visions to children with hearing impairment. This study conducted two-time questionnaire investigations to elementary department of school for the deaf. The first investigation was composed of basic questions about the teaching methods, and the second was more specific questions related to the results of the first investigation. In the results of the first investigation, it was shown that the rate of instruction of the activity of the making of music was low among four activity of the music instruction. The difficulty in the hearing of the sound in music instruction and the difficulty of the teaching methods were shown by the music teachers. And it was suggested that the learning effect associated with contents every activity was found in the children. The second investigation revealed the following 3 things. First, various visual materials are utilized in classes to promote understanding of children with hearing impairment. Second, the evaluation was made based on such things as individual efforts. Lasting, the use of ICT equipment was recognized both positively and negatively by the teachers. The future goal is to make use of the results shown above to improve the music instruction to children with hearing impairment.

本研究では特別支援教育教員養成における積み上げ型の教育実習に関する現状を把握するために,特別支援学校教諭一種免許の課程認定を受けている117大学を対象とした調査を実施した。回収率は46.2%であった。 その結果,42.6%の大学が小・中学校等の教諭一種免許状取得における積み上げ型教育実習プログラムを設定していた。1,2年次は学校での観察・参加がその主な内容で,4年次に発展的な課題に取り組む実習が実施されている大学もあった。その効果は教職意識の向上や教員としての力量形成との回答が得られた。また,特別支援教育科目設定の必要性は90.7%の大学がその必要性を認識しており,科目を開講している大学は44.4%であった。特別支援学校教諭一種免許状取得における積み上げ型教育実習プログラムは24.1%の大学に設定されていた。実習プログラムは1,2年次の観察・参加が中心であった。その効果は特別支援教育の知識等の獲得であった。特別支援学校教諭一種免許状取得における特別支援教育コーディネーター科目は9.3%の大学で開講されていた。今後は特別支援学校教諭一種免許状取得における積み上げ型教育実習プログラムの充実,特別支援教育コーディネーター科目の設定や小・中学校等の教諭一種免許状取得における特別支援教育科目の充実や実習等のプログラム構築が求められるものと思われる。The purpose of this investigation is to examine the present state of the practice teaching for the training of teachers in special needs education.The object of this investigation were 117 universities where the teacher training course in special needs education teacher training course is set up. Collection rate was 46.2%. The result of the investigation was as follows: (1)The practice teaching program for the training of teachers in elementary school and junior high school was developed at 42.6% universities that answered this questionnaire. The content of the program was mainly school observation and participation by freshman and sophomore. The effect of executing the practice teaching program was improvement of the teaching job consideration and the ability. (2)The practice teaching program for the training of teachers in special needs education was developed at 24.1% universities that answered this questionnaire. The content of the program in it was also school observation and participation by freshman and sophomore. The effect of executing the practice teaching program was acqusition of the knowlege in special needs education.The subject concerning the special needs education coordinator was set up in 5 universities.

本学では2010年度より,教職基礎科目「特別なニーズのある子どもの教育」が新たに開講され,教員養成課程に在籍する学生の必修科目となっている。また,特別支援教育講座では,特別支援教育およびインクルーシブ教育の理念を理解し,適切な教育実践を行うことができる教員を養成するための構想を展開している。 本研究はその一環として,特別支援教育講座の教員が担当する上記科目の受講生を対象として,障害のある子どもが通常の学校で学ぶことに関する意識を主たる内容とする質問紙調査を,ドキュメンタリー映像『ピーター君とクラスメイト』の視聴前と視聴後に実施し,結果の比較を通して教材としての有効性を検討した。 その結果,障害のある子どもが通常の学校で学ぶこと,その教育的効果と意義,教師になったら障害のある子どもを担任してみたいかなどの点について,学生の意識が肯定的に変化する傾向にあったことから,上記のような映像を教材として用いることに一定の効果があると確認された。The new compulsory-subject "education for children with special needs" have been offered to all students of Teacher Education Faculty at Osaka Kyoiku University since 2010. In addition, we have planned to train students as a teacher who can understand the idea of special needs education and inclusive education, provide adequate education. This study is the second approach to the plan and its purpose is to clear up the significances and issues on compulsory subject "education for children with special needs" of Teacher Education Faculty. Therefore, we investigated the recognition change of all students to take the compulsory subject "education for children with special needs" of teacher education faculty at Osaka Kyoiku University about the fact "children with disabilities learn in regular class". Then we investigated by questionnaire before and after viewing video "Educating Peter" in the United States and compared the results to examine the effectiveness of teaching material. The questionnaire was distributed to 491 students and the response rate was 88.2% (433 students). As a result, the change in positive recognition of the students in the following points has been shown.(1)Children with disabilities can learn in regular class.(2)There is its educational effect and significance.(3)You want to take charge of children with disabilities if you become a teacher, etc.Therefore, it has been confirmed that there is a certain effect to use the video as an teaching material.

平成22年度から本学で教職基礎科目として必修化された「特別なニーズのある子どもの教育」の受講生を対象に,受講前の障害及び特別なニーズのある子どもについての基礎知識や受講後の意識の変化等に関する質問紙調査を実施した。回収率は88.6%であった。近年の新たな障害の表記方法の認知については47.5%,点字や手話,バリアフリーやユニバーサルデザインについては,ユニバーサルデザインの93.9%以外すべて98%以上の学生が認知していた。しかし,「ハンディキャップ」という用語が国際的に公的な場で使用されていないことについては81.8%の学生が知らなかった。障害名の認知については視覚障害・聴覚障害・知的障害は95%以上,自閉症・言語障害は90%以上で,発達障害が85.8%,肢体不自由(運動障害)が73.6%の学生が認知していたと回答した。実際の接触経験は知的障害が最も多く61.5%であり,その他の障害は自閉症の39.4%を除き30%以下で,学生は障害のある多様な幼児児童生徒と接触した経験が少ない状態であった。また,80%以上の学生がこの講義に積極的に取り組み,今後の学習意欲も有していた。受講後に特別なニーズのある子どもや教育に対する考え方に変化があった学生は70.9%で,変化した内容は「理解の拡充」(31.3%)や「障害の捉え方の変化」(14.7%)であったが,専攻コースの教育に対する考え方が変化した学生は22.1%にとどまった。受講後学生は特別なニーズのある子どもやその教育についての知識を獲得しただけでなく意識も変容したといえるが,さらに専攻コースの教育にも反映される講義内容や講義形態の工夫が求められる。We have a plan to study the compulsoriness of special needs education's subject , the promotion of education for understanding disabilities, the fulfillment of supporting students with special needs, the improvement of education practice, the coordination between the university and attached schools, public schools etc. and the coordination between the university and volunteer groups for people with disabilities , and so we aim to establish "the impulsion room for understanding disabilities" at Osaka Kyoiku University. This study is the first approach to the plan and its purpose is to clear up the significance and Issue on compulsory subject "education for children with special needs" of Course for School Teachers at Osaka Kyoiku University. Therefore we investigated the basic knowledge and the recognition change of all students to take the compulsory subject "education for children with special needs". The questionnaires were distributed to 501 students and the valid response rate was 88.6% (444 students). The result of this study was as follows. 1) 211 students (47.5%)of Course for School Teachers at Osaka Kyoiku University had the knowledge that the kanji or hiragana representation "disability" in some Japanese agencies was changed , but they did not know that the term "handicap" was discriminatory and it was not official used in international agencies. Consequently, it will be requested to improve the education for understanding the international representation and idea of "disability". 2) 417 students (93.9%) and over knew Braille, sign language, barrier-free and universal design. They had these concrete knowledge of the support for people with disability.3) 327 students (73.6%) and over knew visual impairment, hearing impairment, intellectual disability, physical disability, language disorder, autism and developmental disability. 4) 98 students (22.1%) knew the upper concept of developmental disability and all lower concepts of Asperger Syndrome, High-Functioning Autism, Learning Disability (LD), attention-deficithyperactivity disorder (ADHD). 301 students(67.8%) especially knew learning disability.5) The number of students to have their experience of direct contact with intellectual disabled children was largest and 273(61.5%), but the rates of the rest disabilities were 30% or less. 6) 63 students(14.7%) only knew the extension of the concept " special needs education". It will be requested to devise the content of the education for understanding disabilities in kindergarten, elementary school, lower secondary school and upper secondary school.7) 90% and over students answered that the compulsory subject "education for children with special needs" was essential to their and learning in this lecture was utilized for their future educational activities.8) 70% students answered that their ideas of education for children with special needs were changed. They acquired the knowledge and their consciousness were too changed by taking this lecture. Therefore the compulsory subject "education for children with special needs" was important for all students of Course for School Teachers at Osaka Kyoiku University, but it was difficult for them to understand the concrete method of special needs education by only one subject of the half year. We have to consider the content of the future lecture and the setting of the subject.

type:Article 本報告は1回生開講科目である 「教職入門」 について、 昨年度に続き、2009年度に取り組んだグループ討論、ディベート、 観察実習の実施状況と課題についてまとめたものである。今年度の講義では、昨年度の検討に基づいて、学生による自己評価や相互評価を重視した。その結果、学生自身による課題解決に向けた取り組みが促進された。また、 「ゆとり教育」 や 「分離教育と統合教育」、 「教師の資質・力量・指導力」になどについての話し合いができた。 In this paper, we reported the implementation and issues about "Freshmen Seminar: Introduction to the teaching Profession" of our special needs education teacher training course in 2009 as well as 2008. In the class of this year, we took self-evaluation and mutual evaluation by the students based on last year's trial. As a result, the approach for the problem situation of the students was promoted. Moreover, the students discussed mutually "more relaxed education" and "separated education and integrated education" and "the qualification and leadership of teachers",etc.

本研究は,聾学校小・中学部の「個別の指導計画」の現状と課題を捉えるために,質問紙による調査を実施したものである。その結果,回収率は小学部で77.3%,中学部では73.9%であった。「個別の指導計画」の作成率は小学部で92.0%,中学部では95.6%で,その内の70%の聾学校が2種類以上の様式を作成していた。「自立活動」の作成率は90%以上であった。長期目標は年度ごとに設定され,目標を設定する際には主に「実態把握」「保護者の願い」「将来の社会自立」に配慮されていた。短期目標は学期ごとに設定され,同様に「実態把握」「具体的な目標」「達成可能な目標」に配慮されていた。「個別の指導計画」の作成効果は「確実な実態把握」「指導内容の明確化」「教員の共通理解」で,今後の課題は「保護者との連携」であった。The purpose of this research is to understand the current status of, and problems with, "Individual Teaching Plans" made in both elementary and junior high schools for the deaf. Bysending out our questionnaires, we have executed a nation-wide investigation into schools for the deaf. As a result, the collection rate of the questionnaires is 77.3% in the elementary schools and 73.9% in the junior high schools.The rate of making teaching plans was 92.0% in the whole junior high schools for the deaf and 95.6% in the elementary ones. We found that many schools make plans in more than one format.Moreover, the rate of making plans for the subject "Jiritu Katudo (Activity for Independence)" was more than 90%.In classes with other impairment, teaching plans turn out to be made not only for Jiritu-Katudo, but also for the whole area of each subject.In teaching plans, long-term aims of instruction are set by the fiscal year while short-term aims are set by the semester. The long-term aims are set to try to promote "understanding of actual situations", "guardians'wishes", and "social independence in the future".The short-term aims are set to try to promote "understanding of actual situations", "concrete aims", and "attainability".The effects of making of teaching plans include "clear understanding of actual situations", "clarification of the content of instruction", and "sharing information among teachers".Moreover, a remaining problem is "cooperation with guardians."

本研究は、聾学校小学部第3学年児童における分数の導入単元について、実際の授業記録をもとに、授業展開を分節に分けて検討したものである。その結果、実際の授業の1単位時間の平均分節数は5.2分節であった。また、授業時間は標準時数に比較して4.6単位時間分の加配が認められた。第1・第3小単元では授業時間の加配が認められ、児童の「概念的混乱」「概念応用による混乱」が生じていた。これらの小単元では分数の意味や分数の構成的内容が扱われていた。児童にとっては既有知識の整数の世界に新たな分数の知識を取り入れるための学習内容であったため、より多くの時間を要したと考えられる。また、「具体的操作」の活用によって、児童の「概念の活性化」が促されていた。さらに、全13時間の中では9時間目に分数の構成、系列、大小比較等の分数概念全体の理解が促進されたことから、最も重要な時間であったと思われた。また、児童の学習内容の理解はほぼ目標レベルまで達成されていた。しかし、評価問題においては言語的な課題に基づく誤りと「長さ」を扱う問題に誤りが認められた。

2006年3月の学校教育法の改正を受け、2007年度は、「特別支援教育」としての様々な改革が始まった「特別支援教育元年」ともいわれている。このような特別支援教育に携わる専門性を有した教員養成の課題は重く、本学でもその充実が求められている。 本報告では、本学特別支援教育教員養成課程の取り組みの充実への一助とするため、1回生開講科目である「教職入門」について、2008年度の取り組みの柱であるグループ討議、ディベート、観察実習の実施状況と課題についてとりまとめを行い、次年度の取り組みに繋げようとした。It is said 2007 is "the special needs education first year" When various reformas "special needs education" began under the amended School Education Law of March, 2006. As the training of teachers having such a specialty of special education is very important, it is necessary to enrich the content of the teacher training in Osaka Kyoiku University. In this paper, we reported the enforcement situation and problems about "group discussion" and "debate" , "observation practice" in "Introduction to teaching profession" of the freshman's course subject of 2008 to apply the results in "Introduction to teaching profession" of the next year and enrich the content of the teacher training in Osaka Kyoiku University

GPS機能付携帯電話が,視覚障害者の登下校時の安全確保に利用できるかどうかを調べた。本研究で使ったGPS付携帯電話に組み込まれたソフトウェアの機能は次の通りであった。(1)携帯電話所持者の移動の軌跡をサーバーに保管し,学校の管理者と保護者はそれを見ることが出来た。(2)指定された移動領域から携帯電話保持者が外れたり,設定した時間以上に一定場所に長くとどまると管理者と保護者にそのことがメールで発信された。(3)緊急時に簡単な操作で危険を知らせるメールを発信できた。6名の視覚障害者(12歳〜41歳)はこのGPS付携帯電話を数日間(5日〜26日)所持した後,この携帯電話の機能と,使い心地と,所持することによる安心感を質問された。その結果,携帯電話を持つことによる安心感を示したのは二人だけであった。携帯電話所持者がいる位置をリアルタイムで知る機能について保護者は肯定的にとらえた。携帯電話の操作が簡単であることとバッテリーの持続時間が長いことが必要であると指摘された。ソフトウェアを改良する必要が残るが,視覚障害者の登下校時の安全確保にGPS付携帯電話を利用する価値があると考えられた。It was studied if a mobile phone with a GPS function can secure safety when a visually impaired student goes to and leaves school. The software installed in GPS mobile phones used in this study had the following functions of (1) keeping and saving track of a mobile phone bearer so that the administrator at school and the parents could see that, (2) of sending mail to the administrator and the parents when the bearer was out of an designated area or when the bearer stayed at one location longer than a given time, and (3) of sending alarm mail from the bearer by simple operation. After using such GPS mobile phones for several days (5 to 26 days), 6 visually impaired (ages 12 to 41) were interviewed regarding usability and the feeling of security given by the mobile phone. According to the results, only two subjects answered they felt secured when they carried the mobile phones, while parents evaluated favorably the mobile phone function of informing locations on a real time basis. It was pointed out that mobile phone operation should be simple and battery should last for a long time. The software needs to improve, nevertheless, it is deemed that visually impaired students' carrying GPS mobile phones has value when assuring the safety of them when they go to and leave school.

本論文は聴覚障害を有する幼児児童の教育相談支援事例の第I次報告に引き続き実施された教育相談支援の第II次報告である。人工内耳を装用した児童と他の障害を併せ有する幼児に対して,言語獲得支援を行った。その結果,コミュニケーション手段の獲得(手話)に基づいて,語彙や知識の獲得が促された。ごっこ遊び場面においては,日常生活から獲得した知識に基づいて,ストーリーの自作が認められた。また,コミュニケーション手段としての手話の獲得に基づいて,音声,指文字,ひらがなの獲得も促された。他の障害を併せ有する幼児には,数概念に関する特異な才能が認められた。This paper is the second case study report of educational consultation support of the infant and the pupil with a hearing impairment. We gave support to a pupil with Coclear Implant and an infant with other impairment for the language acquisition. As a result,It was admitted that the acquisition of the vocabulary and knowledge was based on the acquisition of the communications means (Sign Language). In the play scene, making the story by oneself was admitted based on the knowledge acquired from daily life. Moreover, the acquisition of the voice, the finger character, and the hiragana was pressed based on the acquisition and the use of the Sign Language as the communications means. The infant with other impairment was admitted to have a peculier talent concerning numerical concept.

本論文は,聾学校生徒の生き物概念の獲得に関する研究である。聾学校生徒の「生き物」概念の獲得においては「生き物」概念と「動物」概念の関係はより早期から促されるが,「植物」概念との関係については高等部第2学年段階でも獲得されない傾向が認められる。本研究では中学校理科の植物単元の学習に「動物」概念との関連づけを授業展開に取り入れることで,「生き物」概念における「植物」概念の拡充がより促進されるのではないかと考えた。そこで,単元の学習前後に,「生き物」概念に関する諸属性の獲得に関するテストおよび概念の階層性の獲得に関するテストを実施して,学習効果を測定した。その結果,授業で取り扱われた「植物」に関する概念をそのまま活用する課題テストにおいては学習効果が認められたが,階層的な概念関係理解に基づく概念の操作能力が求められる課題においては学習効果が認められなかった。つまり,植物の学習による科学的な知識や「動物」概念と「植物」概念の科学的な知識に基づく関連づけによる「生き物」概念の獲得効果は認められたが,概念関係理解に基づくメタ認知能力や推論能力,概念操作能力は促進されなかった。This paper is a research on the acquisition of the concepts of "living things" of the students of the School for the Deaf. The relation between the concept of "living things" and "Animals" was acquired at the earlier stage in the students of the School for the Deaf. However, the relation between the concept of "living things" and "Plants" was not acquired in the stage of the high school in the former research. In this research, when the study of the unit about "the plants"in the junior high school was executed, the class related the concept of "animals" and "Plants" was done. By the approach like this, it was thought that the relation between the concept of "living things" and "Plants" would be acquired by the students of the School for the Deaf. Then, the tests concerning the acquisition of various attributes concerning the concept of "Living things" and the acquisition of the hierarchy of the concept were executed before and after the study of the unit about "the plants", and the learning effect was measured. As a result , the learning effect was admitted in the task about making use of the knowledge concerning "Plants" which had been taught in the class. However, the learning effect was not admitted in the task about the operation ability of the concept based on the relative understanding in the hierarchical concept. In a word, the effect of the acquisition of the concept of "Living things" based on scientific knowledge understanding of the concept of "Animals" and "Plants" was admitted in the students of the School for the Deaf. However, neither the meta acknowledgment ability, the inferential ability nor the operation ability based on the relative understanding of the concept were promoted.

手話を併用する聾学校小学部の児童を対象に,国語科の学習における教員と各児童のコミュニケーション過程を観察し,その学習プロセスを分析した。その結果,以下のことが示された。1)授業展開では教科書だけでなく,手話ビデオ,リライトなどの教材を使用し,日本語文の読解に向けた配慮がなされていた。2)教員は,「発問」,「指示」,「説明」を中心に授業を展開し,児童の発表等を「繰り返し」ながら「確認」を促す授業を行っていることが明らかになった。また,教員の「発問」は,より質の高い「発問」へと変化していった。3)教員は,「手話」だけでなく「身振り・動作」も行いながら,授業を進めていた。4)教員は,導入時には日本手話から内容理解を促進し,「展開1」,「展開2」と進むにつれ,日本語としての意味内容の理解を促すために日本語対応手話を活用していることが明らかになった。The object of this research was elementary school pupils and teacher in the school for the deaf which Sign language is used. Teacher and pupil's communications processes in the class of Japanese were analyzed. As a result, the following were shown. In the class, the video which had been translated into Sign language and the rewrite sentence were used, and it was considered to urge the understanding of Japanese. The teacher was making "Asked a question", "Instruction", and "Explanation" more in the class. And, the teacher was confirming the understanding of the pupils, repeating the announcement of them. Moreover, teacher's "Ask a question" has changed into more higher-order "Ask a question". The teacher was teaching while using not only "Sign language" but also "Gesture and operation". The teacher was explaning to the pupils by using Sign language in the beginning. Afterwards, the teacher was explaining by using Japanese to urge the understanding of the content on the pupils.

本論文は聴覚障害を有する幼児の教育相談支援事例についての報告である。人工内耳を装用した幼児と他の障害を併せ有する幼児に対して,言語獲得支援を行った。その結果,コミュニケーション手段(手話)の獲得によって,情緒の安定,こだわりの減少,コミュニケーション意欲の向上が認められた。

小学校低学年の難聴学級児童と通常学級児童がともに学びあうための学習支援の方法を検討するために, 合同授業の分析を行った。その結果, 授業分析カテゴリーに基づく分析では, 教員が「説明」・「発問」・「指示・促し」をし, 児童の反応を「受容」するという授業展開が示された。また, 難聴学級担任は通常学級担任よりも「書記言語」・「提示」によって情報の伝達を行う割合が高かった。板書や提示による文字等の痕跡型の視覚情報をより多く用いていたと考えられる。教員相互による動作化を用いた「説明」も多かった。さらに, 教員相互の連携に基づく授業展開の割合も高かった。このような分析結果に基づいて, 学習支援のための配慮モデルを作成した。The class to learn together was analyzed in this research to examine the learning support for pupils of the special class for hard of hearing and pupils of regular class of elementary school lower classes. It was shown in the result based on the category for the analysis of the class that the teacher did "Explanation", "Question", "Instruction" and "Receipt" of the reaction of the child. The teacher of the special class for hard of hearing tended to transmit information by "Written Language" and "Presentation" compaired to the teacher of regular class. It is thought that the visual information of writing on a blackboard and the presentation was used more. There were a lot of "Explanation" which used "Operation" by teachers. In addition, the ratio for the development of the class based on cooperation between teachers was also high. The consideration model for the learning support was made which was based on these analysis result.

聾学校児童生徒の「生き物」に関する概念の獲得を促す要因を検討するために、学習課題実施効果に基づいて分類された3群を対象に、推移律課題及び非相称性課題の結果を分析した。 その結果、推移律課題においては各群ともに「C→A'」課題の正反応率が低く、「B→A'」課題の正反応率は比較的高かった。 また、非相称性課題では真偽の包摂関係理解は「B→A'」水準関係が最も促されていた。これは階層的な概念における優位水準であるB水準(鳥・魚・虫・獣等)と最上位のA'水準(生き物)の概念が早期から獲得されており、概念的な弁別性も高いことによるものと考えられた。 聾学校児童生徒においては、階層構造に関する理解は促されていても階層概念に関するメタ認知的な知識が十分に活用されない状況が認められた。The present study was examined the factor to press the acquisition of the concept concerning "Living Things" in the pupils of the School for the Deaf. The result of the transitive task and the asymmetrical task was analyzed in the three groups' of the pupils of the school for the Deaf classified based on the effect of the learning task execution. As a result, reactive rate of the "C→A' " task in each groups was low in the transitive task, and reactive rate of the "B→A' "task was comparatively high. Moreover, the inclusion relation of the "B→A' " level was acquired most in asymmetrical task. This was thought by reason that B level ( bird,fish, insect,and beast,etc ) which was the dominant level and most superordinate A' level ( living things ) in the hierarchical concept were pressed to acquire early and that they were easy to distinguish conceptually. It was admitted that the understanding concerning the hierarchical structure was acqired and that the metacognitive knowledge concerning the concept of the hierarchical structure has not been used enough.