仲間文化と障害幼児のインクルージョン

概要

論文の詳細を見る
Preschool is a complex social system, including learning, caring, and peer culture systems, the latter distinctly different from the other cultural systems. Participation in the peer culture is socially and developmentally significant, but also represents a challenging task for children with disabilities who are included in mainstream preschools. Research points to different ways in which children with special needs are marginalized by their peer group, but few studies have investigated the interactive processes between children who are functionally different from their peers. The present article reports two such studies, one examining the interactions between children with cognitive and with motor disabilities, the other those of children who are and are not blind. The interactions were video-recorded and analysed with the Individual Social Behaviour Scale. Differences were identified in approach, response, initiative, dependency, and conflict. A variation in teacher presence was experimentally introduced into interactions between children who were and were not blind. A high level of teacher participation seemed to obstruct rather than support peer interaction. The peer orientation of the children who were blind more than doubled when their teacher adopted a more reflective stance.
日本特殊教育学会の論文
2007-03-31