Departmental Bulletin Paper インクルーシブ教育システムとソーシャル・スキル・エジュケーション : 小学校での通級指導におけるSSEの実践過程
Social Skill Education contributing to an Inclusive Education System : A process of implementing SSE for special support services in resource rooms at elementary schools

太田, 仁  ,  太田, 綾

Description
Toward the realization of inclusive education, this is the first report of collaboration on social skill education (SSE) through social skill training (SST) which is regarded to be effective to support interpersonal behavior of the children with developmental disorders which show low conspicuity especially when children are at elementary schools where they develop the foundation of sociability, which often leads to the misunderstanding by others. The skill training to control emotions have been implemented on a continual basis in special needs education classes. The skill training was applied to regular classes in collaboration with 4 teachers of special classes at the elementary school. The report includes the challenges and future prospects at the beginning of collaboration in order to generalize and apply the skill training in SSE at regular classes. Through the activities prior to the collaboration, it became clear that the shared understanding among teachers, the assessment of the whole school, and the needs of the applied classes were not clearly understood in advance. Also, since the generally available program was used, it contained some items that were unmatched for the school where the activities took place and the items that were educationally inappropriate. It is confirmed that there is the necessity to further continue the activities with the above mentioned issues as future challenges so that they will not become merely temporary efforts.
インクルーシブ教育の実現を目指して,社会性の基礎を形成する小学校において特に顕現性が低く,他者に理解されにくい発達障害がある子供たちの対人行動の支援に有用だとするソーシャル・スキル・トレーニング(SST)を通じたソーシャル・スキル・エジュケーション(SSE)の協働実践の第一報である。小学校の特別支援学級の教師4名と共に支援学級で継続的に実施されてきた感情統制のスキルトレニーニングを在籍学級でのSSEの中で般化適用させることを目的とした協働実践の端緒における課題と今後の展望について報告した。協働に先だって先行していたい実践において教師集団の共通理解,学校全体のアセスメント,適用学級のニーズ等が把握されていないことや準備されたプログラムには,市販のものが用いられていたこともあり実践対象となった教育現場にそぐわない内容や教育上不適切な内容が含まれていたことが確認された。以上を今後の実践課題として,取り組みを一過性で終わらせないために継続する必要が確認された。
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