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Hokkaido University Collection of Scholarly and Academic Papers >
Graduate School of Education / Faculty of Education >
子ども発達臨床研究 = The Annual Report of Research and Clinical Center for Child Development >
第13号 >
障害のある子どもの「個別の指導計画」に関する保育者を対象としたフォーカス・グループ・インタビュー
| Title: | 障害のある子どもの「個別の指導計画」に関する保育者を対象としたフォーカス・グループ・インタビュー |
| Other Titles: | Focus group interview with nursery school teachers about “individualized teaching plan” for children with special needs |
| Authors: | 吉川, 和幸1 Browse this author | | 川田, 学2 Browse this author →KAKEN DB | | 及川, 智博3 Browse this author |
| Authors(alt): | Yoshikawa, Kazuyuki1 | | Kawata, Manabu2 | | Oikawa, Tomohiro3 |
| Keywords: | 障害児保育 | | 障害のある子ども | | 個別の指導計画 | | 保育者 | | フォーカス・グループ・インタビュー | | Early childhood care and education for children with special needs | | Children with special needs | | Individualized teaching plan | | Nursery school teacher | | Focus group interview |
| Issue Date: | 25-Mar-2019 |
| Publisher: | 北海道大学大学院教育学研究院附属子ども発達臨床研究センター |
| Journal Title: | 子ども発達臨床研究 |
| Journal Title(alt): | Annual Report of Research and Clinical Center for Child Development |
| Volume: | 13 |
| Start Page: | 23 |
| End Page: | 33 |
| Abstract: | 本研究の目的は、障害のある子どもの個別の指導計画の作成と、計画に伴う保育実践に関する保育者の意識について、フォーカス・グループ・インタビューを通して探索的に検討することである。保育者の語りからは、主に以下の2点が示された。①保育者は、障害のある子どもの保育について、子ども個々の育ちを尊重すると同時に、子どもを集団に位置付けつつ、必要な目標や支援を計画している。一方で、個と集団を同時に対象とする保育者の両義的な役割は、ときに保育者に対して、統合保育を困難にし得る葛藤を引き起こしている。②保育者は、個別の指導計画について、子ども理解を促進し、情報の共有を図るための重要なツールとして捉えている。一方で、限られた時間、人手のもとで、複数の保育者が参与し、子どもの姿を充分に記述できる体制を作ること、構想した計画を定型発達の幼児を含む集団活動の中で無理なく実現することを課題として捉えている。 | | This study investigated nursery school teachers’ thought about creating and carrying out the “individualized teaching plan” for children with special needs in inclusive educational settings. Five teachers participated in the focus group interview of special needs education. The results showed two findings. First, teachers made educational aims and individualized teaching plans by respecting and regarding the special needs child as a member of the classmate in inclusive settings. Second, teachers spend a long time to create individualized teaching plans because of the importance to keep track of the special needs children’s development for understanding children and practicing inclusive education. So, teachers thought that the “individualized teaching plan” is a useful tool to understand and sharing information with colleges about children with special needs. However, it is difficult for teachers to share the plans and information about special needs children because they are busy to handle daily tasks in their nursery schools. These findings suggested that teachers need to 2 changes to use “individualized teaching plan” effectively: (1) Reorganizing working environments for many teachers to be able to participate in the process of creating individualized teaching plans for children with special needs. (2) Developing teachers’ mindsets and practices for children to be able to carry out the plans in their inclusive educational settings reasonably. |
| Type: | bulletin (article) |
| URI: | http://hdl.handle.net/2115/73668 |
| Appears in Collections: | 子ども発達臨床研究 = The Annual Report of Research and Clinical Center for Child Development > 第13号
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