インクルーシブ教育の一考察 ― 発達障害児と関わる通常学級の児童生徒に注目して ―

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  • インクルーシブ キョウイク ノ イチ コウサツ : ハッタツ ショウガイジ ト カカワル ツウジョウ ガッキュウ ノ ジドウ セイト ニ チュウモク シテ

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The Japanese Ministry of Education, Culture, Sports, Science and Technology is　developing an inclusive educational system in which all students, regardless of　disabilities can　study together. Research papers and practical reports focusing on　classmates of students with　developmental disorders (particularly, ADS and ADHD)　were reviewed, which indicated the following. (1) Researches on general image of children with developmental disorders suggest that acquiring more knowledge of developmental disorders lead to positive attitudes about classmates with ASD or ADHD. (2) Many students avoided classmates with ASD or ADHD, but nevertheless, term friendships with such children resulted in more active and assertive involvement of students with classmates having ASD or ADHD. (3) Overall, there is a paucity of practical reports about social skills training. A few studies have reported positive observations of teachers and researchers, as well of students, although studies using assessment scales have failed to report significant findings. The author has suggested a practice-model that is expected to contribute to developing more inclusive educational system.

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