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Discussion of the Curriculum of the Special Needs School for the Visually Impaired and Teacher Education : Focusing on Absorptive Function and Bouncy Function

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  • 特別支援学校(視覚障害)における教育課程編成上の課題と教員養成
  • 特別支援学校(視覚障害)における教育課程編成上の課題と教員養成 : スポンジ作用とスプリング機能に着目して
  • トクベツ シエン ガッコウ(シカク ショウガイ)ニ オケル キョウイク カテイ ヘンセイ ジョウ ノ カダイ ト キョウイン ヨウセイ : スポンジ サヨウ ト スプリング キノウ ニ チャクモク シテ

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Abstract

We discussed of the curriculum of the special needs school for the visually impaired based on ethnographic research from a socio perspective. We analyzed educational practice and teacher’s role taking and performance at the special needs school for the visually impaired. It is namely the elucidation of the process through which the reality peculiar to the special needs school for the visually impaired is accomplished as a reflexivity of definitions of situations and the categorization of the students. The reality of the special needs school for the visually impaired accomplished in such a way ascribes virtuously specific predicate acts to “a teacher of the special needs school for the visually impaired” category. And a career transition by way of the occupation course in the special needs school for the visually impaired is rationalized as the most proper course for the visual impaired students. As a result, we proposed ‘absorptive function’ and ‘bouncy function’ at the special needs school for the visually impaired. Ultimately, we suggested the specialty of the teachers at the special needs school for the visually impaired to be trained in teacher training course.

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