@article{oai:baika.repo.nii.ac.jp:00000056,
 author = {川戸, 明子 and 太田, 仁 and 伊丹, 昌一 and KAWATO, Akiko and OTA, Jin and ITAMI, Shouichi},
 issue = {6},
 journal = {梅花女子大学心理こども学部紀要, Baika Women's University Research Bulletin－Faculty of Psychology and Children's Studies},
 month = {Mar},
 note = {application/pdf, 特別支援教育では、これまで特殊教育の対象としてきた児童生徒（視覚障害・聴覚障害・知的障害・肢体不自由・病弱の特別支援学校や特別支援学級、通級による指導の対象となる児童生徒）に加えて、通常の学級に在籍している発達障害等の児童生徒も対象に含むとされている。今、特別支援学校のみならず、通常の学校においても特別支援教育の知識や指導技術さらにそれらを統合した教育実践力が必要とされてきているが、学校においては、団塊の世代の大量退職以降日本の教員の年齢構成の不均衡が教育実践力の伝承を困難なものとしている。これまでの専門的な知識や技能、有用な教材教具の継承を実現することは教育現場の喫緊の課題である。梅花女子大学心理こども学部心理学科においては、2013年度から、特別支援学校教諭免許状の取得を目指すコースを設置した。この免許を取得することにより、卒業後、これまで得た知識や実践を有効に活用する機会が得られるものと思われる。その端緒として本報告では、授業の流れに沿った障害種別ごとの児童生徒への配慮事項を一覧表として示した、自己チェックできる「授業改善にむけてのふりかえりシート」（以下「ふりかえりシート」）を活用し、これから特別支援教育に携わる教員をめざしている学生の段階から、特別支援教育における授業のあり方についての基本的な学習のプログラム作成を目的としている。, The students with disabilities such as visual disorder, hearing impairment, physical and intellectual disabilities, and health impairments have been entitled to receive the instruction at schools for special needs education or special classes in regular schools, or with the special support services in resource rooms. In addition to the above mentioned students, special needs education is to be provided for the students with developmental or other disorders who are enrolled in regular classes. Not only at special needs schools but also at regular schools, the need has been rising for the teachers to acquire the knowledge of special needs education, instructional techniques, and the ability of educational practice to integrate the knowledge and techniques. However, the age distribution of teachers has been imbalanced since the loss of many teachers due to the retirement of baby boomer generation, which makes the succession of the ability of educational practice very difficult. It is the priority issue for schools to achieve the succession of special knowledge and techniques, and also the effective teaching materials and equipment. The department of psychology in the faculty of psychology and children's studies of the BAIKA Women's University started offering an authorized program for acquiring a special needs school teacher certificate in the academic year 2013. By holding this certificate, graduates will be given opportunities to make effective use of their knowledge and experiences that they have gained at the university. To mark the beginning, this report aims to establish a basic study program for students who are studying to become teachers in special needs education to teach them how the instructions of special needs education should be. This study used the self-evaluation sheet called "The evaluation sheet for the improvement of daily educational practice at the schools for special needs education (hereinafter referred as K-ESIPS)," which is the list of items that need to be considered for students in the flow of lessons, categorized in accordance with the type of disabilities.},
 pages = {30--42},
 title = {特別支援教育における指導の観点に基づく教員養成プログラムの作成に関する研究 : 視覚障害・聴覚障害・知的障害・肢体不自由・病弱・発達障害児の授業における配慮点の共有に向けて},
 year = {2016}
}