令和の社会的要請に応える知的障害教育の在り方 －特別支援学校教員の現況から捉える考察と展望－

猪上　貴史

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令和の社会的要請に応える知的障害教育の在り方－特別支援学校教員の現況から捉える考察と展望－

https://doi.org/10.15093/0002000194

名前 / ファイル	ライセンス	アクション
kiyo16-1-4.pdf (2.9 MB)

Item type

紀要論文 / Departmental Bulletin Paper(1)

公開日

2025-10-20

タイトル

令和の社会的要請に応える知的障害教育の在り方－特別支援学校教員の現況から捉える考察と展望－

言語

タイトル

Toward Intellectual Disability Education that Meets the Social Demands of the Reiwa Era: ～An Analysis and Perspective Based on the Current Status of Special Needs School Teachers～

言語

jpn

キーワード

言語

主題Scheme

Other

主題

Teacher Shortage

キーワード

言語

主題Scheme

Other

主題

ICT Utilization

キーワード

言語

主題Scheme

Other

主題

Personalized Support

キーワード

言語

主題Scheme

Other

主題

Inclusive Education

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

ID登録

10.15093/0002000194

ID登録タイプ

JaLC

著者

猪上　貴史

著者（英）

姓名

Takashi INOUE

言語

抄録

内容記述タイプ

Abstract

内容記述

In recent years, special needs schools in Japan have faced a wide range of challenges, including
the implementation of the "Reiwa-style" education system, a shortage of qualified teachers, increasing
diversity in students' disabilities, work style reforms, and the integration of ICT in education. This
study aims to identify the current issues faced by teachers in special needs schools for students with
intellectual disabilities and to explore possible solutions based on the results of a questionnaire survey.
Findings indicate that teachers are struggling to secure sufficient time for lesson planning and
preparation of teaching materials, a critical factor in ensuring high-quality education. Given the
limitations of school-level efforts, there is an urgent need for concrete initiatives to secure human
resources in collaboration with national and local governments. The use of ICT is gradually spreading;
however, nearly half of the respondents reported a lack of confidence in using such tools. Enhancing
in-school ICT training and on-the-job learning opportunities is essential for effectively incorporating
technology into teaching and support for students with intellectual disabilities.
Regarding personalized support, approximately 70% of teachers expressed a lack of confidence,
highlighting the need for stronger initiatives to meet the demands of a new era in education. Addressing
teacher shortages and promoting work style reforms must go hand in hand with providing individualized
support that meets each student’s unique needs.
Progress toward inclusive education remains limited. While special needs schools have historically
played a vital role in the education of children with disabilities, further discussion is necessary to
determine the future direction and appropriate forms of inclusive education.
In conclusion, it is essential for schools to continuously seek creative solutions and work as a team
to build an environment where teachers can improve their competencies and provide effective support.
Furthermore, sustained advocacy and public awareness efforts by those involved in special needs
education are crucial to promoting understanding across society.

言語

bibliographic_information

ja : 九州共立大学研究紀要

巻 16, 号 1, p. 15-20, 発行日 2025-09-30

出版者

九州共立大学

言語

item_10002_source_id_9

収録物識別子タイプ

EISSN

収録物識別子

27604101

item_10002_source_id_11

収録物識別子タイプ

NCID

収録物識別子

AB00079047

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