肢体不自由教育における多様な学びの場

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  • シタイ フジユウ キョウイク ニオケル タヨウナ マナビ ノ バ
  • Diverse Learning Places in Physically Disabled Education

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Due to the partial revision of the Enforcement Order of the School Education Law in Heisei 25, the mechanism for determining the school destination of students with disabilities has been changed. Until then, school enrollment had been defined as the criteria for enrollment, such as Article 22-3 of the Enforcement Order of the School Education Law and the notification of “Consistent Support for Students with Disabilities from an Early Stage (Notification)" No. 756 of the first part of the literature department. However, after 25 years, they indicated the degree of disability that allowed them to enroll in special schools and special needs classes. In deciding whether to enroll in school, it was decided to decide where to go to school from a comprehensive perspective that takes into account the status of disability, the educational needs of each child, the opinions of the child and his or her guardian, and the opinions of experts. The places of study for students with physical disabilities have become more diverse, and there are various learning places such as regular classes at regular schools, classroom guidance, special support classes, and special needs schools and visiting education. There are various states of disability, such as in the case of a single disability or a multiple disability that has an intellectual disability. The following is a summary of these various states, including legal interpretations and related matters.

平成25年の学校教育法施行令の一部改正により障害のある児童生徒の就学先決定の仕組みが改められた。それまでは、学校教育法施行令第22条の3や「障害のある児童生徒等に対する早期からの一貫した支援について(通知)25文科初第756号」の通知などを就学基準として就学先をきめていた。しかし、25年以降は、それらは特別支援学校や特別支援学級に就学可能な障害の程度を示すものとなった。就学の決定にあたっては、障害の状態、子ども一人ひとりの教育的ニーズや本人・保護者の意見や専門家の意見等を踏まえた総合的な観点から就学先を決定することとなった。肢体不自由のある児童生徒の就学先(学びの場)も、多様になり、通常校の通常の学級、通級による指導、特別支援学級、そして、特別支援学校の通学、訪問教育という多様な学びの場がある。他の障害を併せ有せず、単一障害の場合や知的障害を併せ有している重複障害の場合など、障害の状態も様々である。これらの様々な状態について、法的な解釈や関連する事項などについてまとめてみた。

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