統合保育における障害幼児と健常幼児の社会的相互作用について--ダウン症児の事例から仲間関係に及ぼす要因の検討

概要

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The inclusion of children with disabilities into general kindergartens and preschools clearly produces a number of benefits but such positive outcomes do not happen by chance, they require cultivation. Productive social interaction between young children with disabilities and other children is increasing in both quality and quantity. Effective social interaction seems to vary according to programs, methods of both education and care as well as the levels and types of disability a child has. The present study follows the case of a child with Down Syndrome who was accepted into a regular kindergarten program for three years. It suggests that the disabled child's character, preparations for his induction into the program by teachers, teacher and peer reactions to him, normal children's mothers' understanding of the child's disabilities and response to it, and the relations between his mother and other children's mothers are all instrumental in producing positive outcomes.
関東学院大学人間環境学部人間環境学会の論文