Classroom management model in inclusive education

2022 Fiscal Year Final Research Report

• Project/Area Number: 19K02908
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09060:Special needs education-related
• Research Institution: Kanazawa University
• Principal Investigator: Yoshikawa Kazuyoshi 金沢大学, 学校教育系, 教授 (90345645)
• Project Period (FY): 2019-04-01 – 2023-03-31
• Keywords: インクルーシブ教育 / 通常教育 / 要支援児支援 / 学級経営 / 不当な自己評価 / 自己効力感の低下 / 活動性低下 / 事実判断と価値判断

Outline of Final Research Achievements

In children who needed support, there was a general decrease in activity by unfairly underestimating their own abilities, leading to a decrease in self-efficacy. Immersive activities and experiences worked for them. The ability demonstrated by immersion gave me the opportunity to properly evaluate myself. Children ages 6 to 9 had positive self-approval compared to their past selves. Meanwhile, children between the ages of 10 and 12 rated themselves by comparison with others. A characteristic of children with low self-approval was that they made value judgments before making factual judgments. This inhibited the thought process leading to behavioral improvement. For each age group, important findings in class management were obtained, such as having students learn how to think differently between factual judgment and value judgment for proper self-evaluation.

Free Research Field

特別支援教育

Academic Significance and Societal Importance of the Research Achievements

本研究は通常教育のあり方を特別支援教育の見地から再評価し、インクルーシブ教育の体系化を目指す。重視するのは、特別なニーズのある児童とそれ以外の児童の相互交流を促す学級経営であり、原型を当事者の個別性の観点から構築する。要支援児は、障害、学業不振や対人関係トラブル等、心理社会的要因から活動性低下に陥る。放置されれば生活不活発病へと進む。この問題に対して特別支援教育の知見は、要支援児の生きにくさを発見・同定した支援に寄与し得る。他方、特別支援教育は個人に焦点をあて集団での支援が不足している。これより、本研究は学級経営モデルの構築を通して、上記観点から特別支援教育の知見を補完するものでもある。