Departmental Bulletin Paper 肢体不自由特別支援学校における「新しい」キャリア教育の実態と課題 ─近畿2府4県の肢体不自由特別支援学校への質問紙調査を通して─
A Questionnaire-based Survey of the Current State and Issue of Career Education in Schools for Students Who are Physically Challenged in Kinki Area

脇田, 耕平  ,  藤井, 梓  ,  河合, 俊典  ,  池永, 真義  ,  冨永, 光昭

64 ( 1 )  , pp.177 - 186 , 2015-09-30 , 大阪教育大学
2011(平成23)年1月に中央教育審議会によって「今後の学校におけるキャリア教育・職業教育の在り方について」が出され,キャリア教育は,従来一般的に理解されてきた勤労観・職業観を育てるという教育から,一人一人の社会的・職業的自立に向け,必要な基盤となる能力や態度を育てることを通してキャリア発達を促す教育へと,その意味を大きく変えつつある。そこで我々は,肢体不自由特別支援学校におけるキャリア教育の取り組みの現状と課題を明らかにすることを目的とし,近畿圏(2府4県)の肢体不自由特別支援学校及び,知肢併置校,総合支援学校の進路指導担当者を対象に,キャリア教育に関する質問紙調査を実施した。結果として,1:キャリア教育プログラムを作成している学校が34.2%であること,2:44.8%の学校で「キャリア教育推進の方針と教師間の共通理解が不十分である」こと,3:「多様な児童生徒に合わせたキャリア教育の実施」 が全般にわたる課題であること,等が明らかとなった。肢体不自由特別支援学校では肢体不自由単一障がいから重度重複障がいまで,多様な実態の児童生徒が在籍しており,今後,児童生徒の個々の実態に応じたキャリア教育を検討し,アビリティではなくコンピテンシーの視点からキャリア教育が実施される必要がある。
“Future Directions of Career Education and Vocational Education at School" was published in January 2011 by The Central Council for Education. Though the term “Career Education" has been understood as developing recognition of work and occupation so far, the document changed the definition of “Career Education" to promoting career development toward occupational and social independence, through developing basic and general competencies. The aim of this study is to clarify the current state and issue of the practice of Career Education at the schools for students who are physically challenged. A questionnaire-based survey was administered to career counseling teachers in special support schools which have students who are physically challenged in Kinki region. The main results are as follows: 1. 34.2% of the schools created their own Career Education program. 2. 44.8% of the schools answered that there is a gap between the school's plan to promote Career Education and the understanding among teachers with a lack of shared idea or understanding of the term “Career Education". 3. The most common problem is the implementation of Career Education which meets the various needs of students. Considering the broad range of student abilities in these schools, from limited/no intellectual ability to severe/multiple disabilities, it is necessary to create a plan which meets their individual needs not in terms of ability, but in terms of their individual competency.

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