特別支援学校教育実習における事前指導に関する一考察 －児童生徒の実態把握や合理的配慮の提供の実践を通して－

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  • A consideration on prior guidance in special school education training. －Through the practice of grasping the actual situation of children and students and providing reasonable accommodation.－
  • トクベツ シエン ガッコウ キョウイク ジッシュウ ニ オケル ジゼン シドウ ニ カンスル イチ コウサツ : ジドウ セイト ノ ジッタイ ハアク ヤ ゴウリテキ ハイリョ ノ テイキョウ ノ ジッセン オ トオシテ

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In this study, from grasping the actual situation of children with disabilities to setting guidance goals and evaluation based on them, so that students who practice teaching at special schools can actively and efficiently face prior guidance.　The purpose was to apply the instruction program of the above and examine its effect. The instruction program consisted of ①grasping the actual situation of children and students, ②determining the priority of instruction goals, ③reasonable accommodation for instruction goals and examination of guidance methods, and ④setting evaluations based on goal setting.　The subjects of this study were 32 fourth-year undergraduate students aiming to obtain a teacher's license from a special needs school.　The 32 students from the previous year who did not introduce this program were used as a control group for comparison.　As a result, most of the students in the target group gave a positive evaluation, which helped reduce anxiety about the educational training at the special school. On the other hand, in Corona, the trainees cannot secure sufficient opportunities to experience contact with the students before the training school, so they can practice with insufficient skills to set teaching goals from grasping the actual situation of the students. It was also found that it is difficult for the results of prior guidance to appear due to confusion among students because there may be situations such as entering.　Based on these results, we considered the ideal way of prior guidance in special school education training.

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