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Countermeasures","subitem_1551255648112":"en"}]},"item_1617186419668":{"attribute_name":"Creator","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"吉田, 安規良","creatorNameLang":"ja"}]},{"creatorNames":[{"creatorName":"藏滿, 逸司","creatorNameLang":"ja"}]},{"creatorNames":[{"creatorName":"田中, 洋","creatorNameLang":"ja"}]},{"creatorNames":[{"creatorName":"山田, 美都雄","creatorNameLang":"ja"}]},{"creatorNames":[{"creatorName":"Yoshida, Akira","creatorNameLang":"en"}]},{"creatorNames":[{"creatorName":"Kuramitsu, Itsushi","creatorNameLang":"en"}]},{"creatorNames":[{"creatorName":"Tanaka, Hiroshi","creatorNameLang":"en"}]},{"creatorNames":[{"creatorName":"Yamada, Mitsuo","creatorNameLang":"en"}]}]},"item_1617186476635":{"attribute_name":"Access Rights","attribute_value_mlt":[{"subitem_1522299639480":"open access","subitem_1600958577026":"http://purl.org/coar/access_right/c_abf2"}]},"item_1617186609386":{"attribute_name":"Subject","attribute_value_mlt":[{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"特別支援教育"},{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"学習指導要領"},{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"教職課程"},{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"学校制度"},{"subitem_1522299896455":"ja","subitem_1522300014469":"Other","subitem_1523261968819":"教員免許"},{"subitem_1522299896455":"en","subitem_1522300014469":"Other","subitem_1523261968819":"Special Needs Education"},{"subitem_1522299896455":"en","subitem_1522300014469":"Other","subitem_1523261968819":"Course of Study"},{"subitem_1522299896455":"en","subitem_1522300014469":"Other","subitem_1523261968819":"Teacher Training 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生徒集団の文化という教育社会学的視点の3点について，学修者である教職志望者及び現職教員に意識させる事項を具体的方法とあわせて学修内容として整理した。①として．指羽要録を教材にしながら，障害による学習上又は生活上の困難を克服し自立を図るための教育課程が編制されるため，各教科の目標及び内容についての差が存在し，その指羽について障害の状態や特性及び心身の発達の段階等を十分考慮するとともに，障害の状況に応じた配慮が求められていること．及び学級編制基準との関係性の理解が挙げられる。②として．「個別の教育支援計画」，「個別の指導計画」の具体的な様式や記入例，活用事例を示したり，実際に作成させたりしながら，その意味の違いを理解し，個人情報の保護という視点から学修を深めることが挙げられる。③として，「診断名（障害名）に囚われすぎないこと」と「作成した計画を指導に生かす」ことに留意し，文化的側面についても意識的に配慮し，適宜対応を図る姿勢が求められることが挙げられる。","subitem_description_type":"Other"},{"subitem_description":"紀要論文","subitem_description_type":"Other"}]},"item_1617186643794":{"attribute_name":"Publisher","attribute_value_mlt":[{"subitem_1522300295150":"ja","subitem_1522300316516":"琉球大学教育学部附属発達支援教育実践センター"},{"subitem_1522300295150":"en","subitem_1522300316516":"Practice Center for Education of Child Developmental Support Faculty of Education, University of the Ryukyus"}]},"item_1617186702042":{"attribute_name":"Language","attribute_value_mlt":[{"subitem_1551255818386":"jpn"}]},"item_1617186783814":{"attribute_name":"Identifier","attribute_value_mlt":[{"subitem_identifier_type":"HDL","subitem_identifier_uri":"http://hdl.handle.net/20.500.12000/41175"}]},"item_1617186920753":{"attribute_name":"Source Identifier","attribute_value_mlt":[{"subitem_1522646500366":"ISSN","subitem_1522646572813":"1884-9407"},{"subitem_1522646500366":"NCID","subitem_1522646572813":"AA12478687"}]},"item_1617186941041":{"attribute_name":"Source Title","attribute_value_mlt":[{"subitem_1522650068558":"ja","subitem_1522650091861":"琉球大学教育学部附属発達支援教育実践センター紀要"},{"subitem_1522650068558":"en","subitem_1522650091861":"BULLETIN OF PRACTICE CENTER FOR EDUCATION OF CHILD DEVELOPMENTAL SUPPORT"}]},"item_1617187056579":{"attribute_name":"Bibliographic 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内容論・方法論の構成資料(2) : 学習指導要領と障害特性の理解と指導・支援について","item_type_id":"15","owner":"1","path":["1642837803923","1642838405037"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2018-05-29"},"publish_date":"2018-05-29","publish_status":"0","recid":"2009708","relation_version_is_last":true,"title":["平成29年に告示された新学習指導要領を踏まえた「特別支援教育の教育課程・授業特論演習」 内容論・方法論の構成資料(2) : 学習指導要領と障害特性の理解と指導・支援について"],"weko_creator_id":"1","weko_shared_id":-1},"updated":"2022-10-31T05:09:20.636102+00:00"}