Pilot Study of the Current Circumstances of a Program for Understanding Disorders and Involving Practical Tasks: A Report of Lesson Practice in Regular Classes（2nd Report）

先行研究による障がい理解学習の実施状況を踏まえ，Ｓ市の小学校における障がい理解学習の実施状況に関するアンケート調査を実施した。その結果，今後の課題として，効果的な教育課程や読書教材等実践に役立つリストの作成及び評価法の確立が望まれていることが明らかになった。第Ⅰ報では，2008年度にＳ市D小学校第４学年に実施した障がい理解学習の実践を質的分析（KJ法）と量的分析（前後比較デザイン）を用いて考察した。今回（第Ⅱ報）は，第Ⅰ報と異なる質的分析と量的分析を用いて考察した。質的分析法としては総合的質的分析を行った。その結果，①障がい理解学習は児童が参加するワークショップ型の授業展開が有効である，②児童の多様な意見を引き出すために，授業者の受容的，非審判的な態度が児童との信頼関係の基盤となる，③発問内容を細分化し，構造的に再構築する，ことの重要さが示唆された。また，量的分析法としては，因子分析を行い，小学生版として修正し，作成した「DSW心のバリアフリー尺度」について得られた回答に対して構造の検討をした結果，探索的な段階ではあるが，ほぼ成人版と同様の因子構造が得られた。Given what has been reported in previous studies about a school-based program to help students understand different disorders, this study investigated the current circumstances of the program implemented in an elementary school of S city by administering survey questionnaires. Results demonstrated that developing effective curricula and practical lists of reading materials, and establishing evaluation methods were desirable. The first report on the program used qualitative analysis (the KJ method) and quantitative analysis (time-series design) to examine a program that was in place in 4th grade classes at D school in S city in 2008. This study, the second report on the program, used different qualitative and quantitative analytic methods. This study used comprehensive qualitative analysis and revealed the following results: (1) workshop-style lessons where students can participate in activities are effective in programs to learn about disorders; (2) in order to promote diverse insight among students, it is fundamental that instructors embrace and hold uncritical attitudes in order to build trusting connections with pupils; and (3) clarifying questions asked, and systematically restructuring them are important. In regards to the quantitative analysis, factor analysis was used to examine the responses obtained from a modified version of the “DSW kokoro no baria furii scale” (to assess degrees of understanding about disorders) for school children. While still exploring the study data, almost the same factor structure as the adult version was obtained