Lesson Planning that Incorporates Universal Design Perspectives : Implementation in Japanese Language Classes

2012年７月に文部科学省から発表された“共生社会の形成に向けたインクルーシブ教育システム構築のための特別支援教育の推進（報告）”12）の中で，特別な教育支援を必要とする児童生徒の多くは通常の学級で学んでおり，これらの児童生徒への対応が早急に求められていると述べられている。それを踏まえた効果的な支援を一層推進していくことが必要であり，推進のための一つの方策として，教科教育と特別支援教育の融合を目指すユニバーサルデザインの授業が各地で行われ始めている。しかし，まだ新しい試みであり，その効果は十分には検証されているとは言えない。本研究では，通常の学級において，ユニバーサルデザインの手法を導入した国語の授業を行い，すべての児童を包含する授業について考察した。In “ Promotion of Special Needs Education to Build an Inclusive Education System Directed at Forming a Cohesive Society,” 10 published by the Ministry of Education, Culture, Sports, Science and Technology in July 2012, it was stated that most students who require special education support are studying in conventional classes, and there is an urgent need to take measures with regard to such students. On this basis, there is also a need for more effective support to be promoted, and one such policy that has been initiated throughout Japan is Universal Design for learning that aim to combine curriculum-based education with special needs education. However, as it is still in the stage of a new trial, the effects have not yet been fully verified. In this study, by implementing Universal Design methods （UDM）in Japanese language lessons in conventional classes. We explored the effectiveness of UDM in the inclusional classrooms.12KJ00010187219departmental bulletin pape