Statistical and Analysis of Japanese Special Classes focusing on the condition and curriculum

日语特殊班现状与课程的统计与分析

• 批准号: 07458046
• 负责人: OKUBO Tetsuo
• 金额: $ 2.94万
• 依托单位: Nara University of Education
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B)
• 财政年份: 1995
• 资助国家: 日本
• 起止时间: 1995 至 1997
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07458046/
• 关键词: Special Class; Special Class for Children with Intellectual Disability; Special Class for Children with Emotional Disturbance; Special Class for Children with Speech Disorder; Full-time Special Class; Part-time Special Class; Disparities among Prefe

Special Classes in regular schools, major placement as well as special schools, provide various special services, including to provide teaching support resources for regular classes enrolled students with disability, withdrawal treatments in special classes, and independent curricular for students in special classes. Special classes have been facing various kinds of educational difficulties. This project aimed to clarify the situation of special classes and analyze these characters focusing on the condition and curriculum.Firstly, from the data of National School Fundamental Survey by Ministry of Education, situation and condition of special classes were analyzed from various points of view, such as differentials among prefecture governments.Secondly, Based on the data analysis, national surveys were conducted in this project to examine the situation of special classes for intellectual disability and emotional disturbance, to clarify changing situation of special classes for speech dis … More orders, and to investigate educational policies of prefectural governments in relation to future direction of special classes. Findings were as follows,1) There is a similarity between special classes for intellectual disability and emotional disturbance in spite of the different category of disability. Most of students enrolled in special classes for emotional disturbance have intellectual disability, and the classes fulfill a role of the class for the severely disabilities. Most of special class teachers feel into difficulties with educational practices and class-room management.2) The situation of special classes for speech disorders have been changing toward part-time special classes. The greater number of the classes are part-time class. Changing the role for provide services of part-time settings, special class teachers are needing the in-service program for promoting their skills as a specialist.3) From the information of prefecture special educational policies concerning the special classes, It is clearly that there are many discrepancies among prefecture governments arid policy makers needs to financial supports form the national government to improve the condition of special classes.Each of the Surveys points out the difficulties of practices on the diversity and severity of disabilities. In addition, while analyzing the national surveys, observation of practices in special classes has been also conducted.Based on the observation, the programs and practices were examined form the view points of curriculum, teaching-learning processes and teacher-students interactions.Some issues regarding the present conditions of special classes are discussed toward the future appropriate special education system. Less

普通学校的特殊班、专业安置班和特殊学校提供各种特殊服务，包括为普通班招收的残疾学生提供教学支持资源，特殊班的戒毒治疗，以及特殊班学生的独立课程。特殊班一直面临着各种各样的教育困难。本研究旨在厘清特殊班的现状，并以特殊班的条件和课程为中心，分析特殊班的特点。首先，从教育部全国学校基本情况调查的数据出发，从各都道府县政府的差异等多个角度分析特殊班的现状和条件。其次，在数据分析的基础上，在该项目中进行了全国性调查，以审查智力残疾和情绪障碍特殊班的情况，澄清语言障碍特殊班情况的变化， ...更多信息 命令，并就特殊班的未来方向调查都道府县政府的教育政策。研究结果发现：（1）虽然智力障碍和情绪障碍的类别不同，但它们之间存在相似性。情绪障碍特殊班的学生大多数为智力残疾人，情绪障碍特殊班承担着重度残疾人特殊班的角色。大部分特殊班教师在教育实践和教室管理方面感到困难。2）言语障碍特殊班的情况正在向兼职特殊班转变。大部分的班级都是非全日制的。特殊班教师的角色转变为兼职提供服务，需要在职培训来提升其专业技能。3）从县特殊教育政策中有关特殊班的信息来看，显然，各地级市政府之间存在着许多差异，政策制定者需要国家政府的财政支持来改善特殊阶层的状况。《调查》的结论指出，在残疾的多样性和严重性方面的做法存在困难。此外，在对全国调查进行分析的同时，还对特殊班的实践进行了观察，在此基础上，从课程设置、教学过程和师生互动等方面对特殊班的课程设置和实践进行了考察，并对特殊班的现状进行了探讨，为今后的特殊教育体系提供了参考。少

项目成果

清水貞夫・玉村公二彦編: "障害児教育の教育課程と方法" 培風館, 185 (1997)

Sadao Shimizu 和 Kojihiko Tamamura（编辑）：“教育残疾儿童的课程和方法” Baifukan，185（1997）

越野和之: "傷害児学級の「多様性」と改革論のための前提" 傷害者教育科学. 34. 3-18 (1997)

Kazuyuki Koshino：“残疾儿童班级的多样性和改革理论的前提”《残疾人教育科学》34. 3-18 (1997)。

玉村公二彦: "障害児教育における教育内容編成と教育実践研究の課題" 障害者問題研究. 25・3. 192-199 (1997)

玉村幸彦：“残疾儿童教育中的教育内容组织和教育实践研究”《残疾问题研究》192-199。

玉村 公二彦: "障害児学級における授業の検討-絵本教材の授業を中心として-" 教育実践研究指導センター研究紀要. 5. (1996)

玉村幸彦：“残疾儿童班级的课程审查 - 以图画书材料的课程为中心 -” 教育实践研究和指导中心的研究通报 5。（1996）。

大久保哲也: "言語障害学級をめぐる動向について" 日本教育学会第56回大会自由研究発表要旨集録. 86-87 (1997)

Tetsuya Okubo：“围绕语言障碍班级的趋势”收集了日本教育学会第 56 届年会的免费研究报告摘要，86-87（1997 年）。