@article{oai:naruto.repo.nii.ac.jp:00029371,
 author = {高原, 光恵 and TAKAHARA, Mitsue},
 journal = {鳴門教育大学学校教育研究紀要, Bulletin of Center for Collaboration in Community Naruto University of Education},
 month = {Feb},
 note = {本研究では，障害のある子どもへ関わる際の不安の程度についてVAS(visualanalogscale)を用いて測定し，教職経験の有無，障害のある子どもと関わった経験の有無，障害に関連した用語の認知度との関連性について調査した。参加者は教育系大学院生101名。学校で担任となる場面を想定した子どもの障害種別は次の8つ：知的障害，発達障害(ASD，ADHD，SLD)，身体障害(弱視，難聴，下肢障害，心疾患)。用語の認知度は「知らない」から「よく知っている」までの4件法で得点化し，「自閉スペクトラム症，障害者差別解消法，ICF」など15語の結果を分析対象とした。その結果，用語の認知度については，発達障害関連の名称は概ね知られているが，「発達性協調運動障害」や「限局性学習症」などは認知度が低いことが示された。不安評価については，障害種別の平均値は概ね60点台(範囲0～100点)となり，全般的に高いことが明らかとなった。また，知的障害・発達障害では子どもとの関わり経験により不安評価に違いがあること，身体障害では関わり経験による差は見られないことが示された。, In this study, 101 graduate students in education were asked to measure their level of anxiety when teaching children with disabilities using the VAS. There were eight types of disabilities: intellectual disability, developmental disability (autism spectrum disorder, attention-deficit/hyperactivity disorder, specific learning disorder), physical disability (low vision, hard of hearing, lower limb motor dysfunction, heart disease). Anxiety ratings were then compared according to the following factors: teaching experience, experience working with children with disabilities, and recognition of disability-related terms. As a result, in the regard to word recognition, words related to developmental disabilities generally scored high, but words such as “developmental coordination disorder” and “specific learning disorder” had low recognition. The mean scores for the eight anxiety ratings were 60-70, indicating that the scores were generally high. In addition, differences in anxiety ratings based on the presence or absence of involvement with the child were found for intellectual and developmental disabilities, but not for physical disabilities.},
 pages = {157--161},
 title = {障害種別の不安評価と子どもとの関わり経験との関連性},
 volume = {36},
 year = {2022},
 yomi = {タカハラ, ミツエ}
}