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教室の気がかりな子をどう支援につなげるか : 保護者と教師のやりとりの分析
https://bunkyo.repo.nii.ac.jp/records/607
https://bunkyo.repo.nii.ac.jp/records/607052736ac-34f7-4f4c-b072-c7bbf7082eab
名前 / ファイル | ライセンス | アクション |
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BKK0000674.pdf (861.7 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2010-04-15 | |||||
タイトル | ||||||
タイトル | 教室の気がかりな子をどう支援につなげるか : 保護者と教師のやりとりの分析 | |||||
タイトル | ||||||
タイトル | How to achieve consensus between teachers and guardians on troubled children in the classroom : An analysis of interaction between guardians and teachers | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題 | 気がかりな子ども | |||||
キーワード | ||||||
主題 | 軽度発達障害 | |||||
キーワード | ||||||
主題 | 特別支援教育 | |||||
キーワード | ||||||
主題 | 理解の共有 | |||||
キーワード | ||||||
主題 | やり取りの分析 | |||||
キーワード | ||||||
主題 | ETYP:教育関連論文 | |||||
キーワード | ||||||
主題 | STYP:幼稚園 | |||||
キーワード | ||||||
主題 | STYP:小学校 | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
著者 |
謝敷, 智美
× 謝敷, 智美× 谷口, 清 |
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著者 | ||||||
Shashiki, Tomomi | ||||||
著者 | ||||||
Yaguchi, Kiyoshi | ||||||
所属機関 | ||||||
文教大学大学院人間科学研究科 | ||||||
所属機関 | ||||||
文教大学人間科学部 | ||||||
所属機関 | ||||||
Bunkyo University, Graduate School of Human Science | ||||||
所属機関 | ||||||
Bunkyo University, Faculty of Human Science | ||||||
内容記述 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | Troubled children who cause disturbances in the classroom usually need special support from many social resources including their school and teachers. However teachers have difficulty reaching a common understanding with their guardians because they tend to feel the teacher is blaming them for their child's behavior. This research aims to determine how to achieve consensus and/or understanding between a mother and teacher about her child's special educational needs and support. This is done through semi-constructed interviews of mothers, teachers including special needs teachers, and educational counselors regarding the interactive process from the beginning of contact to connection with special support. Analysis using the KJ method revealed three phases: (1) negative emotion evoked by children's troublesome behavior, (2) identifying the cause of the trouble, (3) empathy for mother's anxiety and uneasiness. From the comparison between the cases of shared and unshared understanding, we determined that the following points are important for achieving consensus between mother and teacher: (1) teacher's empathetic acceptance of mother's anxiety, and (2) child-centered development of a support plan. To make this possible, (1) the teacher should have time to spare, and (2) both the teacher and mother should put aside their burdens and negative emotion for a while. These educational conditions should be established as early as possible. |
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書誌情報 |
人間科学研究 en : Bulletin of Human Science 巻 31, p. 173-188, 発行日 2010-03-01 |
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ISSN | ||||||
収録物識別子 | 03882152 | |||||
著者版フラグ | ||||||
出版タイプ | VoR | |||||
フォーマット | ||||||
内容記述タイプ | Other | |||||
内容記述 | application/pdf | |||||
本文言語 | ||||||
日本語 | ||||||
ID | ||||||
BKK0000674 | ||||||
作成日 | ||||||
日付 | 2010-04-13 |