WEKO3
アイテム
知的障害特別支援学校で実施可能なろう重複障害児の支援体制 ―学年・学部内の複数教職員の協働によるコミュニケーション環境の充実―
http://hdl.handle.net/10087/0002000977
http://hdl.handle.net/10087/000200097713a62d07-5d33-4b68-85a3-5fccc1e1087e
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NO43_2026_17.pdf (3.7 MB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2026-03-25 | |||||||
| タイトル | ||||||||
| タイトル | 知的障害特別支援学校で実施可能なろう重複障害児の支援体制 ―学年・学部内の複数教職員の協働によるコミュニケーション環境の充実― | |||||||
| 言語 | ja | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| その他のタイトル | ||||||||
| その他のタイトル | Creating Rich Communication Environment for Deaf/Hard of Hearing Students with Additional Needs in Special Needs Schools for Students with Intellectual Disabilities in Japan: Developing a Support System through Inter-grade and Inter-departmental Teacher Collaboration | |||||||
| 言語 | en | |||||||
| キーワード | ||||||||
| 言語 | ja | |||||||
| 主題Scheme | Other | |||||||
| 主題 | ろう重複障害児 | |||||||
| キーワード | ||||||||
| 言語 | ja | |||||||
| 主題Scheme | Other | |||||||
| 主題 | 聾 | |||||||
| キーワード | ||||||||
| 言語 | ja | |||||||
| 主題Scheme | Other | |||||||
| 主題 | 知的障害特別支援学校 | |||||||
| キーワード | ||||||||
| 言語 | ja | |||||||
| 主題Scheme | Other | |||||||
| 主題 | 教師の協働 | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Deaf/HOH Students with Additional Needs | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Multiple Disabilities | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Special Needs School for Students with Intellectual Disabilities | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Teacher Collaboration | |||||||
| 著者 |
木村, 素子
× 木村, 素子
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| 著者別名 |
KIMURA, Motoko
× KIMURA, Motoko
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| 抄録 | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | This study examines the development of a support system for Deaf/ hard of hearing students with additional needs in special needs schools for students with intellectual disabilities. It clarifies the characteristics of teachers capable of providing appropriate support and explores organisational conditions that enable effective assistance in schools without established sign language environments. The results indicate that teachers experienced in both deaf education and education for students with intellectual disabilities, and who possess sufficient sign language skills to understand and express the unique communication of Deaf/ HOH students with intellectual disabilities or autism, can flexibly provide linguistic, academic, and life-skills instruction. However, even highly specialised teachers found it difficult to promote diverse teacher involvement essential for students’ language and social development. Conversely, when multiple teachers were given time and opportunities to collaborate, they successfully offered consistent and diverse communication input. Such teamwork fostered students’ attitudes toward seeking information from their surroundings and expanding opportunities for social interaction with others. | |||||||
| 言語 | en | |||||||
| 書誌情報 |
ja : 群馬大学教育実践研究 巻 43, p. 151-168, 発行日 2026-03-01 |
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| ISSN | ||||||||
| 収録物識別子タイプ | PISSN | |||||||
| 収録物識別子 | 0912-3911 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 出版者 | ||||||||
| 出版者 | 群馬大学共同教育学部附属教育実践センター | |||||||
| 言語 | ja | |||||||
| 資源タイプ | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | Departmental Bulletin Paper | |||||||
