発達障害児に対する特別な配慮実践─授業場面の相互行為を中心に─

Abstract

This paper examines how children regarded as having developmental disabilities become children with developmental disabilities by focusing on the practices for “special consideration” in the relationship between those special children and other children in the classroom. By studying learning scenes with teachers as the object of research, this paper clarifies the intended discipline in the classroom and observes mutual interaction for “special consideration” to be possibly performed. As a result of the analysis, the following three points are revealed. First of all, teachers perform “special consideration” by not cautioning a student for his or her problem behaviors such as running away from a classroom but approving “what he or she can do” in front of the class members; thus, such student can be eventually differentiated. Secondly, not all class members always expect practice of “supporting each other” based on teachers’ perspective on education. At last, when a class has more than one student with development disabilities, the relation with their parents as well as the characteristics of those children with special needs is necessarily for “special consideration” to be possibly performed. In addition, this study shows how “special consideration” especially for students with development disabilities becomes available in the classroom with other students with other problem behaviors; consequently, it also points out teachers’ struggle to practice their perspective on education and maintain classroom discipline.