真鍋 健

3節小学部における実践研究の展開と今後の課題（P135-136 ）

5．保育における保育者の成長をめぐって

2．保育における特別支援教育・療育の意味と課題①

3章1節「特別支援学校における移行期の引継ぎ並びに学校適応に対する支援に関する課題」99-101

4章「肢体不自由特別支援学校における教育課程と指導法」123-124

4章「発達障害の児童生徒をとりまく教育課程と指導法」3節「特別支援学級」118-119

The Purpose of this study was to obtain suggestion about support of elementary school transition under the condition that there are no regular supports from region, through a case of one child with educational special needs. After school transition, the child can't adjust at their school class and life. To support him adjustment and learning, interagency collaboration was developed and developmental test was done to him. By this process, main teacher of elementary school could estimate his development and team could consider the support that fit to his cognitive discrepancy. Through the case, the points to support school transition under the condition that there are no regular support from region was summarized 3 contents ; 1) the presence of coordinator who could connect parents and school main teacher, 2) the difference between supports that done before school entrance and supports that done after school entrance, 3) conference or cognitive assessment battery.

This study aims at reviewing the effects of the cooperation of parents, caregivers, and university when a leader belonging to a university performs individual teaching in a day-care center to which adisabled child belongs. As for research method, I analyzed the individual teaching record and made a semi-structured interview with the caregivers. As a result, it was suggested that the teaching system in a day-care center has a lot of opportunities in which the three meet and lets them make interactive communication easily through everyday scenes, so that cooperation can be performed more smoothly than out of the day-care center. In addition, it was considered important for them to know the others' teaching and child-care in each position, become able to be consulted easilly, be aware of the importance of everyday living, accumulate and share the records for performing cooperation.

type:text 本研究では, 発達に課題のある1名の幼児について, 入園直後の幼稚園適応の過程ならびにその適応にどのような影響が関与しているのかについて明らかにした。分析にあたっては, 対象児に関する保育記録やカンファレンスの中で話し合った事項を資料としながら, 複数の項目毎に適応過程や転換期などを探った。その際, 幼児の適応を単純な活動への順応としてのみ見るのではなく, むしろ幼児自身が能動的に環境に働きかけていく過程として捉え, また幼児に支援を行う保育者の考え方なども考慮に入れながら, 検討を行った。 結果では, 基本的生活習慣・人間関係・遊びの3つの項目ごとに対象児の適応過程を示した。特に, 本児自身の特性(認知･行動特性, 好みなど)や保育者の支援, またはこれまでの家庭での習慣などが入り組みながら, 本児が園生活に適応していった過程を示した。結果を踏まえ, 園と家庭の同異・対象児の好み・保育者の役割という観点から, 発達に課題のある幼児に対する適応支援に向けた考察を行った。

The purpose of this study was to discuss about application of functional assessment in early childhood setting, through a case of preschooler with pervasive developmental disorder who was crying at preschool activities frequently. By using functional assessment, the situation of crying could be summarized in some reasons (scare of the mother and child separation / can't see her way / difficulty of the activity / difficulty of a position to sit) and the supports that based on the every reasons could be done. As a result, crying of the child decreased gradually and she could participate in preschool activity meaningfully. It was thought that it was necessary to examine about (1) the consideration of the variety of the preschool's activity, (2) the combination with the method to be able to involve plural teachers, (3) the examination of the method to facilitate the process of the support, in future.

The purpose of this study is to examine the meaning of conference that teachers in kindergarten and graduate students hold aiming at child care understanding. As the methods of analysis, this study compared how to catch a case between teachers and graduate students based on life list of graduate students used at conference and conversational record concerning proceedings of the conference.As a result of the analysis, the child care conference held among teachers with graduate student became a mutual assist process that exchanged and shared with each understanding of children. Furthermore, it made each critical minds reorganized and developed it.Therefore, this study suggests a potential for conference held among teachers with graduate students as one cooperation style to untie the both opinions about child care understandings.

The purpose of this study is to reveal the effect of difference of storybooks on shared storybook reading, through actual shared storybook readings. 4 types of storybook were read for children with down syndrome at a small group activity and each times were analyzed using eyes analysis. As a result, it developed that the patterns of shared storybook reading were totally different depending on the presence of a structure of repeatedly. Especially, for storybook with story characteristics, it was indicated that connections between daily life experience and representation of storybook may be necessary. Finally, we discuss that how reader can understand the "ups and downs" of shared storybook reading

The purpose of this study is to identify that what kind of activity difficulties for one child with motor disability occur in preschool activities, and what kind of supports is needed. Sixty-five activity difficulties pulled out from a preschool document was compiled using KJ method. As a result, activity difficulties was summarized in 4 groups: (1) Difficulty of the movement of the arms, (2) Difficulty of access to physical environment, (3) Difficulty that occurred by matching with the movement of the class, (4) Difficulty of social interaction with friends. Especially, difficulty of the (3) is occurred in all at once activities. And if activity accomplishment based on child's intention was limited, it was suggested that psychology or physical burdens occurred to a child. To address this problem in integrated early childhood setting, assessment of access to physical environment is needed beforehand. And to decrease physical assistance and increase independent actions, such as "environmental support" or "materials adaptation" or "special equipment" are also needed. However, in the case of difficulty of the (3), support at the place was not effective, so it was thought that a beforehand plan based on common recognition between teachers is necessary.