Practical Research Focused on the Formation of Human Relations at the Special Needs School

小中高を通した指導を振り返りながら，事例の実態と課題を明らかにし，自立と社会参加に向けた有効な指導・支援を検討する。担任，進路支援部長，特別支援教育コーディネーターなど各自が役割を認識し，自らの専門性を活かして教育活動を展開した。12年間に渡る研究の成果である。教育活動と実習の経験をまとめ，キャリア発達を目指した4つの能力による視点からエピソードを記述した。人間関係の形成に有効な指導・支援として，自他共に認め合える環境づくり，職業選択に向けた実習の積み重ね，支援ネットワークの連携・協働が挙げられた。教員間で共通理解し実践研究に取組むことにより，現状を見直し一貫性・系統性ある教育の充実に繋がった。The purpose of this study is to clarify the student’s reality and issues with looking back over our longitudinal guidance through elementary, junior high and high schools, and examine practices of our instruction and support for his independence and social participation. Class teachers and a guidance director, a special needs coordinator, etc took action by understanding their own role, and supported together with their specialty. We showed the development of systematic educational activities. This is the results of our study which had lasted for 12 years. Next, we collected educational activities and the experience of laboratory training, described his various episodes according to the perspectives of 4 competencies which aimed at his carrier development. The following results were obtained, as the effective guidance and support which the formation of human relations needs : 1） The environmental setting for promoting mutual understanding. 2） The accumulated experiences in the workplace for his job choice. 3） The coordination and co-operation of the support network. Furthermore, our activities reach to more fruitful education, which has consistency and systematics, by tackling with educational practices and understanding each other between teachers