Theory Development of Authorized Textbook in Inclusive EducationContext.

Research Project

Project/Area Number	23653315
Research Category	Grant-in-Aid for Challenging Exploratory Research
Allocation Type	Multi-year Fund
Research Field	Special needs education
Research Institution	Chiba University
Principal Investigator	SANAGI Tomomi 千葉大学, 教育学部・教育学研究科, 准教授 (00243345)
Co-Investigator(Kenkyū-buntansha)	OTA Masami 千葉大学, 教育学部, 教授 (70213741) NARUKAWA Yoshio 千葉大学, 教育学部, 教授 (60276863) KITAJIMA Yoshio 千葉大学, 教育学部, 教授 (70260479)
Project Period (FY)	2011 – 2012
Project Status	Completed (Fiscal Year 2012)
Budget Amount *help	¥3,510,000 (Direct Cost: ¥2,700,000、Indirect Cost: ¥810,000) Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000) Fiscal Year 2011: ¥2,340,000 (Direct Cost: ¥1,800,000、Indirect Cost: ¥540,000)
Keywords	特別支援教育 / 共同学習 / インクルーシヴ教育 / 教科書 / 教師用指導書
Research Abstract	This study was aimed at development of perspective for authorized textbook which use in collaborative learning. A survey of teachers was conducted. And, we planned to make some trial practices for development of lesson including diversity. We conducted a survey which intended to clarify the factors for organizing textbooks. The responses of 272 teachers were analyzed by conjoint analysis and indicated that teachers were divided into three types and teaching method for pupils with special needs should be described in teacher's manual along these types. Based on this finding, we demonstrated lessons at one primary school. It seemed that some viewpoints can be applied to collaborative learning by introducing iPad as a teaching aid.