Study on Reflection of Classes in Special Needs Schools（with Intellectual Disabilities Support）-Through Setting Common Practices Regarding Reflection and Analyzing a Questionnaire Survey of Teachers-

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  • 知的障害特別支援学校における「振り返り」に焦点を当てた授業改善 －共通実践事項の設定とその実践状況の評価を通して－
  • チテキ ショウガイ トクベツ シエン ガッコウ ニ オケル 「 フリカエリ 」 ニ ショウテン オ アテタ ジュギョウ カイゼン : キョウツウ ジッセン ジコウ ノ セッテイ ト ソノ ジッセン ジョウキョウ ノ ヒョウカ オ トオシテ

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The purpose of this study was to implement the improvement of classes focused on reflection in a special needs school for students with intellectual disabilities, and to clarify the results of the improvement and issues. Four common practices were established toward the improvement of classes focused on reflection in the target schools, and a questionnaire survey was conducted of the teachers regarding the status of the implementation of these practices. As a result, the consistency of the class objectives and reflection was achieved, and accordingly it has become possible to develop learning activities with a clear outlook. In addition, reflection by pupils and students has been enhanced through these, such as the use of videos, mutual evaluations, efforts to summarize and confirm what has been learned, and relating about the next class’s objectives. The issues raised include considering the content and methods that enable students to reflect on their own learning and connect their learning to the next class, as well as devising ways to reflect depending on differences in experience and the characteristics of the disabilities of the students. In the future, specific studies based on classroom practices will be required to identify how the individual practices established in the reflection were effective for the learning of the students.

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