{"created":"2025-03-04T03:22:45.477915+00:00","id":2037790,"links":{},"metadata":{"_buckets":{"deposit":"d5c81f2c-dae1-4492-b822-5356ca4412fd"},"_deposit":{"created_by":41,"id":"2037790","owner":"41","owners":[41],"pid":{"revision_id":0,"type":"depid","value":"2037790"},"status":"published"},"_oai":{"id":"oai:hiroshima.repo.nii.ac.jp:02037790","sets":["1727147343679:1730444423494:1730444432490"]},"author_link":[],"item_1617186331708":{"attribute_name":"Title","attribute_value_mlt":[{"subitem_title":"通常学級に在籍する障害のある児童への理解推進を図る取り組みの現状と課題 <資料>","subitem_title_language":"ja"},{"subitem_title":"Current Trends and Issues of Approaches which Promote Understanding for Elementary School Students with Disabilities who are in Regular Classrooms","subitem_title_language":"en"}]},"item_1617186419668":{"attribute_name":"Creator","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"川合, 紀宗","creatorNameLang":"ja"},{"creatorName":"Kawai, Norimune","creatorNameLang":"en"}],"familyNames":[{"familyName":"川合","familyNameLang":"ja"},{"familyName":"Kawai","familyNameLang":"en"}],"givenNames":[{"givenName":"紀宗","givenNameLang":"ja"},{"givenName":"Norimune","givenNameLang":"en"}]},{"creatorNames":[{"creatorName":"深山, 翔平","creatorNameLang":"ja"},{"creatorName":"Fukayama, Syohei","creatorNameLang":"en"}],"familyNames":[{"familyName":"深山","familyNameLang":"ja"},{"familyName":"Fukayama","familyNameLang":"en"}],"givenNames":[{"givenName":"翔平","givenNameLang":"ja"},{"givenName":"Syohei","givenNameLang":"en"}]}]},"item_1617186476635":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_abf2"}]},"item_1617186609386":{"attribute_name":"Subject","attribute_value_mlt":[{"subitem_subject":"通常学級","subitem_subject_scheme":"Other"},{"subitem_subject":"障害理解教育","subitem_subject_scheme":"Other"},{"subitem_subject":"発達障害","subitem_subject_scheme":"Other"},{"subitem_subject":"インクルーシブ教育","subitem_subject_scheme":"Other"},{"subitem_subject":"370","subitem_subject_scheme":"NDC"}]},"item_1617186626617":{"attribute_name":"Description","attribute_value_mlt":[{"subitem_description":"本研究は,通常学級に在籍する障害のある児童に対する支援の在り方について,特別支援教育制度や障害理解教育の観点から考察し,障害のある児童と障害のない児童が,良好な人間関係を築くことができる学級運営を実施するにはどのようなことが必要かを考察することを目的とした。先行研究を概観すると,障害のある児童への支援の在り方については,①児童に役割を与えること,②褒めること,③児童の気持ちや考えを汲み取り,理解すること,④視覚的な手がかりを活用すること,⑤学習環境の中にある児童の注意を妨げる元を取り除くこと,などが挙げられていた。一方,障害理解教育については,障害への知識・理解を深めることで,障害のない児童は,障害のある児童への対応の仕方を理解し,その結果,両者の人間関係が良好になり,学級運営がうまくいく可能性があるが,その授業の進め方や授業後のフォローアップがさらに重要といった指摘が多かった。障害のない児童が,障害のある児童を理解するためには,教師の役割が重要で,教師が両者のパイプ役になっていくことが必要と考えられる。","subitem_description_language":"ja"}]},"item_1617186643794":{"attribute_name":"Publisher","attribute_value_mlt":[{"subitem_publisher":"広島大学大学院教育学研究科附属特別支援教育実践センター"}]},"item_1617186702042":{"attribute_name":"Language","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_1617186819068":{"attribute_name":"identifier_registration","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.15027/32353","subitem_identifier_reg_type":"JaLC"}]},"item_1617186920753":{"attribute_name":"Source 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