Significance of co-education for university students to learn together with children with intellectual and developmental disabilities through support for nature experience activities

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Other Title
  • 大学生が知的障害・発達障害を持つ子ども達と自然体験活動の支援を通して共に学ぶ共育
  • ダイガクセイ ガ チテキ ショウガイ ・ ハッタツ ショウガイ オ モツ コドモ タツ ト シゼン タイケン カツドウ ノ シエン オ トオシテ トモニ マナブ キョウイク

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Abstract

Experience-related disparity has become a serious problem among children. In particular, children with disabilities may get very restricted chances to study through experiences. To eliminate such disparities, a project involving seaside nature experience activities for children with developmental and mental disabilities was implemented with governmental support. The project was very well received by parents and staff members at a childrenʼs care center, and they wanted to continue the project. However, because of cessation of governmental support, the project had to come to an end. Support provision for disabled childrenʼs activities requires a greater amount of resources –not just economical but also human– than that for normal children. However, it was difficult to secure enough volunteer supporters for this project We felt that one solution for this issue could be recruiting university students to perform volunteer work as part of university education. This study aimed to verify what “co-education of children and university students” in the university curriculum should be and examined how university students and children with developmental and mental disabilities could learn and grow together through nature experience activities by comparing the results of a questionnaire that was administered to volunteers with no or little experience, volunteers with experience, and staff members at a childrenʼs care center. Consequently, we found that the “co-education” university curriculum required three points ; 1）a study on growth and development that could provide the ability to look ahead and have a long-term perspective on childrenʼs growth process, 2）a pedagogy that fosters a zest for living through activity experiences, and 3）a teaching attitude that will encourage volunteers to become skillful and knowledgeable leaders who can motivate children by viewing them not as objects of instruction but as fellow who should be respected.

Journal

  • 人文研究

    人文研究 (210), 35-49, 2023-12-30

    The Society of Humanities at Kanagawa University

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