インクルーシブ教育実践におけるコンフリクトとニーズの生成

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  • Generating Conflicts and Needs in Inclusive Education Practices
  • インクルーシブ キョウイク ジッセン ニ オケル コンフリクト ト ニーズ ノ セイセイ

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In this paper, I clarify the relationship between “conflicts” and “needs” in the context of inclusive education practice. Specifically, I attempt to describe the process of identifying the needs of blind children using data from their “teacher-parent message journals” and the mother’s narratives on the topic of caring for blind children enrolled in regular schools. 　My analysis reveals that the needs of children with disabilities are not determined in advance; instead, the needs are generated through interaction with others at the school setting. Rather, these needs are generated through activities between the actors, including their parents. 　The data shows mothers and teachers maintain a relationship through dialog, filling the gaps in perception or suppressing their own arguments to some extent. By overcoming conflict situations on a case-by-case basis, they may have built relationships that are open to “freedom from conflict,” in other words, relationships allowing dialogues to be initiated at any time when need arises, and the ability to maintain these relationships.

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