Learning Effectiveness and Self-Evaluation of Children with Intellectual Disabilities in Inclusive Educational Settings

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K03039
• 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: University of Tsukuba
• Principal Investigator: Kojima Michio 筑波大学, 人間系, 准教授 (50362827)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: 交流及び共同学習 / 知的障害 / 自己評価 / 学習

Outline of Final Research Achievements

The purpose of this study was to clarify the effects of learning and self-evaluation in inclusive educational settings for children with intellectual disabilities. However, during the study period, a research situation was declared due to the coronavirus pandemic, and some changes were made to the original plan. Specifically, because face-to-face activities and collaborative learning were difficult to implement for a period of time, online practice was attempted, and it was found that students with intellectual disabilities were satisfied with online interaction to a certain degree. In addition, surveys conducted at special-needs schools and special-needs classes revealed the results of support devised, the advantages of not requiring travel time and preparation, and the limitations of communication. These research results were presented at academic conferences. The research results were also published as a paper.

Free Research Field

特別支援教育

Academic Significance and Societal Importance of the Research Achievements

本研究を通して、これまで明らかにされてこなかった交流及び共同学習場面における知的障害児自身の自己評価や学習効果について検討され、一定の成果が示された点は、学術的意義も大きいと考えられる。特に、インクル―シブ教育が推進されるなかで、知的障害児自身が学習や活動内容などについて、どのような意識、評価を抱いているかを踏まえた上で指導を考案していくことが求められよう。また、コロナ禍ということもあり、交流及び共同学習においても課題はもちろん、新たな成果もあり、それらについて大規模な調査から明らかにできた点は、学校教育現場への還元にもつながる研究と言える。