著者

堀家 由妃代

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.42, pp.337-348, 2003-03-10

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This is an ethnographic study on the interaction processes among various people such as teacher, students and a boy with physical disabilities called Kenji in the main streaming classroom. In this study, the author focuses on analyzing their interaction and activities as strategy which are ways of achieving their goals, including their survival. Kenji's teacher's goal is an enhancement of performance of her students. She has two strategies which are "visualization" and "avoidance". The first strategy aims to present children's performance, and the second strategy aims to avoid the communication between Kenji and her. Although the teacher usually uses "visualization" to the children, she uses "avoidance" to Kenji. In this case, Kenji developed two of his unique strategies. To resist "visualization", he pretended to be a "participant" though he cannot do such an activity, and an "incompetent" though he can do it really. As for the "avoidance", "he becomes" indifference "to escape the interaction in the classroom. As Kenji's assistant, the author intervenes in the interaction between teacher and Kenji, other children and him to mediate the communication between Kenji and other people and avoid the conflict among them. In the prior research on the special education, the social handicap of the child with disabilities is derived from the physical impairment and the disability. But this study suggests that it depends upon the social setting whether the child with disabilities suffers from the handicap or not. Both the impairment of the child with disabilities and the interaction among various people around the child constitute the handicap inside of the classroom.