The Joint Graduate School (Ph.D.Program) in Science of School Education,Hyogo University of Teacher Education
The Joint Graduate School (Ph.D.Program) in Science of School Education,Hyogo University of Teacher Education
The Joint Graduate School (Ph.D.Program) in Science of School Education,Hyogo University of Teacher Education
In this paper， we evaluated the responsiveness of students to the teacherʼs talk before and after learning support by touching the tactile stimulus slime of students with intellectual disabilities and the state of the students immediately after the end of learning support. In addition to these evaluations， the purpose is to examine the effectiveness of the use of tactile stimulus slime in education， based on the post-implementation reflections of teachers involved in learning support， points for improvement in future activities， and the findings of previous research. As a result of its usefulness， the use of tactile stimulus slime increases the frequency of mutual negotiations between students in response to teachersʼ talk， leading to improved communication， and the students are in a stable emotional state immediately after the end of learning support. It was suggested that the degree of concentration on the next activity would increase， and that the teachers would be able to respond with peace of mind and move smoothly to the next action. Future tasks include positioning activities in the curriculum， investigating comparative analysis of slime and other materials and materials， investigating changes in interaction with students who have little to do with children， and accumulation of a wide variety of data.
雑誌名
鳴門教育大学学校教育研究紀要
雑誌名(英)
Bulletin of Center for Collaboration in Community Naruto University of Education
巻
36
ページ
73 - 80
発行年
2022-02
出版者
鳴門教育大学地域連携センター
出版者(別表記)
Center for Collaboration in Community, Naruto University of Education
触覚を活用した学習支援前後の知的障害生徒の応答性
ga36009.pdf
(711.91KB)
