デューイ実験学校と多様な教育的ニーズを有する子どもへの特別な教育的配慮

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In the present article, we describe special educational consideration and care for children with various educational needs at the Laboratory School (1896-1903) in Chicago, including the following 3 points: (1) There were 2 levels in the whole school approach. One was based on cooperation among teachers working with the same group of pupils; the other, a close relationship with teachers who teach different groups of pupils. They could report and discuss their daily activities at weekly meetings. Through attention being paid to the pupils on both of these levels, the teacher could address the needs and difficulties of each child. (2) The cardinal principle of curriculum organization of Dewey's Laboratory School was modified to the selection of subject matter and method, which was complied with the various educational and physical needs of children arising from their abilities, interests, and physical tendencies as they affected the phases of growth and development. (3) This approach was based on the special educational consideration and care for needs of children and flexible correspondence. For instance, the teacher changed her educational program in reading and writing when the teacher of history recognized difficulties through continuous observation. This required a close relationship and strong communication between teachers such as that fostered by the weekly and daily meetings, and also required careful observation of the learning process of each child.
日本特殊教育学会の論文
2002-03-31

デューイ実験学校と多様な教育的ニーズを有する子どもへの特別な教育的配慮

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