{"created":"2024-04-17T01:18:26.065209+00:00","id":2000253,"links":{},"metadata":{"_buckets":{"deposit":"c767c669-41e6-437e-b3dc-7baf5cd1fd5f"},"_deposit":{"created_by":29,"id":"2000253","owners":[29],"pid":{"revision_id":0,"type":"depid","value":"2000253"},"status":"published"},"_oai":{"id":"oai:ir.kagoshima-u.ac.jp:02000253","sets":["228:6122:1713161268846","41:42"]},"author_link":["14978","144024","144027"],"item_7_biblio_info_5":{"attribute_name":"収録雑誌名","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2024-03","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"152","bibliographicPageStart":"139","bibliographicVolumeNumber":"75","bibliographic_titles":[{"bibliographic_title":"鹿児島大学教育学部研究紀要. 教育実践編","bibliographic_titleLang":"ja"},{"bibliographic_title":"Bulletin of the Faculty of Education, Kagoshima University. Educational practice","bibliographic_titleLang":"en"}]}]},"item_7_date_6":{"attribute_name":"作成日","attribute_value_mlt":[{"subitem_date_issued_datetime":"2024-03","subitem_date_issued_type":"Issued"}]},"item_7_description_4":{"attribute_name":"要約(Abstract)","attribute_value_mlt":[{"subitem_description":"鹿児島大学教育学部附属特別支援学校では、2007年度より新版K式発達検査2001（K式検査）を導入し、2009年度より小中高等部において事例検討会を実施し、児童生徒の発達的理解に努めている。本稿では2012年以降を中心に、16年間の取組を報告すると共に、人事交流があり経験の異なる特別支援学校教員に対してどのような校内研修が有効なのか、継続する上での難しさと成果について検討を図る。導入期（2007～2011年度）は、知的障害のある児童生徒理解に欠かせない発達的理解の重要性について教員の共通理解化と共に、学部間連携と移行支援を兼ねた共通ツールとしてK式検査が導入され、事例検討会も含めてその後継続していった（継続期：2012～2014年度）。主体期（2015～2018年度）では教員自らが検査実施者となり主体的に授業づくりに生かす態度が見られるようになるが、同時に初期の中心教員の異動等により教員間の知識差も目立ち、結果、事例検討会の形骸化を招いた。そこで改善期（2019～2021年度）では、改めて発達理論と検査について、全員実施できるような長期的支援をねらった研修を行い、全教員の力量向上を促すこととなった。現在（充実期：2022年度～）、指導への活用・改善に積極的に検査結果や発達理論を取り入れており、エビデンスベースの授業づくりの充実を図っている。","subitem_description_language":"ja","subitem_description_type":"Other"}]},"item_7_publisher_23":{"attribute_name":"公開者・出版者","attribute_value_mlt":[{"subitem_publisher":"鹿児島大学","subitem_publisher_language":"ja"},{"subitem_publisher":"Kagoshima 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