A CONSIDERATION FOR PRESENT AND PRACTICAL PROBLEMS IN LEARNING ABOUT DISABILITY UNDERSTANDING IN SCHOOL

本論文の一つめの目的は、障害理解学習とその背景となる交流教育(交流及び共同学習)や障害観を概観することである。二つめの目的は、小学校6年生を対象として行った障害理解学習での感想を質的研究法であるKJ法を用いて分析し考察することである。その障害理解学習は、アイマスクやシュミレーションレンズを用いて視覚障害者を模擬体験する授業であった。模擬体験により、児童は障害に対してマイナスのイメージやステレオタイプのイメージを抱いた。これらは、ICDIHの構造的理解といえる。スティグマ的な感想もあり、今回の模擬体験による障害理解学習は転換が必要である。一方で、スティグマを障害理解の段階の初期ととらえることもできた。今後、模擬体験を含めたうえで、系統的な障害理解学習の構築が必要であると指摘することができる。The primary purpose of this thesis is to take general views of The Disability Understanding Study and exchange education, and to challenge the individual's outlook on disabilities. The secondary purpose is to analyze, by using the KJ Method (that is, the qualitative research method) and to consider the general impressions from the practical use of the Disability Understanding Method targeting elementary school sixth graders for this study. For the Disability Understanding study, eye masks and simulation lenses were used to mimic the experience of a visual handicap. The sixth grade student had the opportunity to deal with both the visual challenge and the stereotypes associated with this particular impediment through the mock experience of sightlessness. It can be said that this lays the basis for a structural understanding of ICDIH. There are also issues of stigmas associated with handicaps therefore making it necessary to increase awareness of the disabled experience through mock practice. In the case of the sixth graders using the Disability Understanding Study, stigma was caught and identified with the promise of a deeper understanding of visually handicapped people. It can be pointed out that systematic constructions of Disability Understanding Studies incluging mock experiences of physical disabilities are valid and necessary in the future