@article{oai:iwate-pu.repo.nii.ac.jp:00000932,
 author = {佐藤, 匡仁 and 山田, 幸恵 and 宮城, 好郎 and SATO, Masahito and YAMADA, Sachie and MIYAGI, Yoshiro},
 journal = {岩手県立大学社会福祉学部紀要, Bulletin of the Faculty of Social Welfare, Iwate Prefectural University},
 month = {Mar},
 note = {自閉症スペクトラム児が小学校生活を送る上で、本人にとっての"よろしくない"状況を「小学校生活リスク」として定義し、小学校教師が自閉症スペクトラム児対応において学校生活上のリスク状況と捉える評価構造を調査した。特別支援教育コーディネーターの小学校教師21名を対象にインタビューし、最も多い12名が回答した「予定変更」について質的に分析を行った。その結果、よくない理由の上位項目として「意欲低下」、「学業支障」、「集団作用のマイナス効果」、「特性関与のマイナス影響」視点が示された。また生起条件の下位項目として「天候によって時程が変わる」、「休み時間」、「特別時程」をはじめとする8点が示された。価値観の水準ではワーストケースを想定する大局的視野で判断し、具体の水準では教育意図と学習経験の乖離のきっかけ場面が語られたことから、教師個々でのリスク制御が及びにくい課題等への対応の必要性が示唆された。, The structure of risk evaluation in school life by elementary school teachers in dealing with children with autism spectrum disorders was investigated. Conditions undesirable for children with autism spectrum disorders were defined as "risks in elementary school life." Interviews were conducted with elementary school teachers (N = 21), who were also special support education coordinators. Qualitative analysis was conducted on schedule changes, based on the responses of 12 participants. The results indicated the following superordinate reasons for the undesirability of schedule changes: decrease in motivation, obstruction to studies, negative effects on group action, and "negative effect on characteristics involvement. Furthermore, eight subordinate factors causing schedule changes were identified, which included the whether, break time, and special curriculums, among others. Teachers narrated value judgments by assuming the worst-case scenarios. Moreover, they concretely narrated a case for divergence between educational intentions and learning experiences. The need to deal with risks that are difficult for individual teachers to control is suggested., 4, KJ00009459579, 研究論文, Article},
 pages = {11--21},
 title = {小学校教師の自閉症スペクトラム児対応における「予定変更」リスク評価構造},
 volume = {16},
 year = {2014},
 yomi = {サトウ, マサヒト and ヤマダ, サチエ and ミヤギ, ヨシロウ}
}