A Consideration for Present and Practicl Problems in Learning About Special Needs Understanding in School -Report about Class Practice in Regular class (1st report)-

本論文の１つめの目的は、障がい理解学習とその背景として、障がい理解学習の現状と課題、交流及び共同学習やICF（国際生活機能分類）の視点を概観することである。２つめの目的は、小学校第４学年を対象として行った障がい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、さらに、障がい理解学習の単元前後にそれぞれ質問紙であるDSW心のバリアフリー尺度により測定したものを量的研究法である前後比較デザインを用いて分析し、考察することである。 その結果、①障がい理解は、各発達段階での相互性が考慮されるべきで、系統的で計画性のある学習活動が必要であること、②相互に「報償性」のある交流と「協同による接触」は障がい者への偏見的態度の変容に重要であることが示唆された。The primary purpose this thesis is, as background of the Special Needs Understanding Learnings, to make a survey of Present situation and problem of The Special Needs Understanding Learnings, and Exchange activities and collaborative learnings, and View of ICF. The secondary purpose is to analyze by using the KJ Method (that is, the qualitative research method) of children's impressions, and to make analyses by using before-and-after design (that is, the quantitative research) of question's paper [DSW kokoro-no-barrier-free-scale] measured in the vicinity of The Special Needs Understanding Learnings, and to consider practice of The Special Needs Understanding Learnings targeting elementary school fourth graders for this study. As a result, firstly, The Special Needs Understanding should be considered interaction of each developmental stage, and is to need learning activities planned systematically, secondly, for changes in politically-incorrect attitudes of people with special needs, it is suggested that exchange activities and collaborative learnings had interactive “compensation properties” and “collaborated contact”is important