Needs and Possibilities for Structuring the Classroom Space in Mainstream Primary Schools to Support Children with Developmental Disabilities

2023 Fiscal Year Final Research Report

• Project/Area Number: 19K04762
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 23030:Architectural planning and city planning-related
• Research Institution: Fukuyama University
• Principal Investigator: Sasaki Shinko 福山大学, 工学部, 准教授 (90259937)
• Co-Investigator(Kenkyū-buntansha): 下倉 玲子 呉工業高等専門学校, 建築学分野, 准教授 (50510442)
• Project Period (FY): 2019-04-01 – 2024-03-31
• Keywords: インクルーシブ教育 / 通常学級 / 構造化 / 教室 / 特別支援教育 / 発達障害 / 合理的配慮 / 個別の支援

Outline of Final Research Achievements

The purpose of the study was to identify ways to structure classroom space for children with developmental disabilities to learn in regular classrooms in mainstream primary schools.As a result of a survey of regular schools in Japan and parents' associations of children with developmental disabilities, the difficulties that children with developmental disabilities have in regular classrooms were clarified. Then, specific design methods for classroom space considerations were analyzed by collecting case studies from Japan, Sweden, and Australia.Based on these findings, it became clear that structuring regular classrooms for inclusive education is not only about equipment and environmental considerations in the classroom, but also about the comprehensive use of each room and place in the school.

Free Research Field

建築計画、特別支援教育

Academic Significance and Societal Importance of the Research Achievements

インクルーシブ教育のための学校施設研究では、バリアフリー等の物理的環境整備が多く目に見えない障害についてはまだ少ない。本研究ではインクルーシブとして発達障害の児童生徒に着目して、発達障害児の行動特性の分析から教室での行動観察調査を行って教室における問題を整理した。これに対応する国内外の先進的な事例を収集し、空間的改善策を分析した点に学術的意義がある。
発達障害に対応する特別な支援の内容と空間的しつらえの双方から学校施設計画の資料をまとめ、建築と特別支援の二つの学術領域学会での発表を行い、研究成果を広く公表している。