<論文>国語科教育と特別支援教育の往還 --真のインクルーシブ教育の実現をめざして--

Abstract

This paper discusses the construction of inclusive education in primary schools for Japanese language classes. Currently, in the field of education, ways are being sought to support children with special needs and to coordinate subject education and special needs education. In this paper, we have summarized the evolution of inclusive education in Japan and explained its characteristics. Inclusive education in Japan is aimed at children with disabilities and does not consider diversity among children. Therefore, inclusive education targeting diverse children is necessary when looking at global trends and the situation in the field of education, We have examined the inclusivity in subject education and identified the characteristics and challenges of universal design in education. We have also identified the characteristics of Universal Design for Learning and discussed its relevance to subject instruction. Based on these considerations, we have discussed the interaction between Japanese language education and special needs education—Moreover, we have analyzed the former's teaching goals and the latter's (self-reliance activities') content and examined the goals' compatibility with the content. Accordingly, to realize inclusivity in Japanese language education, we have proposed to emphasize the following three points when designing a lesson plan: (1) setting goals that enable learners to have a meaningful learning experience, (2) clarifying the skills to be acquired, and (3) highlighting the mutual interaction between Japanese language education and special needs education.