中部大学教育研究23

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中部大学教育研究No.23（2023）―52―JournalofChubuUniversityEducationNo.23（2023）LearningRequiredofUniversityStudentsWhoAimtoBecomeNurseryorTeacherstowardtheRealizationoftheInclusiveSociety：ConsideringtheChallengesofTrainingNurseryorTeachersforInclusiveChildcareandEducationBasedonStudentsITOSanami＊1andHONDAYuko＊2＊1Professor,DepartmentofContemporaryEducation,CollegeofContemporaryEducation,ChubuUniversity＊2Part-timelecturer,CollegeofContemporaryEducation,ChubuUniversityAbstractInJapan,“Japanese-styleinclusiveeducation”isimplementedwiththeaimofrealizingainclusivesociety.Inthisstudy,weconductedasurveyofstudentsinthespecialneedseducationseminarwiththeaimofclarifyingthelearningrequiredforstudentsinthenurseryteacherandteachertrainingprogramswhohavegrownupinsuchanenvironment,fromtheperspectiveofrealizinganinclusivesociety.Thesurveyresultsshowedthefact,theexperiencesomeonespendingfamiliartimewiththe“disability”childrenfromchildhood,ledtointerestinspecialneedseducation,theawarenessoftheneedforchildrenwithorwithoutdisabilitiesto“learntogetherinthesameplace”fromchildhood.Inaddition,theissuesofseparateeducationpointedoutbytheUnitedNationsalongwithaffirmationof“Japanese-styleinclusiveeducation”,lowawarenessofissueswerecapturedregardingthedominantviewof“disability”inJapan.Itisnecessaryforstudentsnotonlytostudycurrentspecialneedseducationexpertiseandthe“social（humanrights）model”ofdisabilitiesbutalsomoretothinkaboutanddiscussthevalues,asitwere,havingprevented“inclusive”,havingdominatedJapanese.Inotherwords,theysucceedinglyhavetocontinuethinktheframeworkof“disability”,“development”,andthe“expertise”,alongwiththeself-evidentvalue,inordertorealizetheinclusivesociety.KeywordsStudentsofNurseryTeachersandTeacherTrainingPrograms,InclusiveEarlyChildhoodCareandEducation,InclusiveSociety,FrameworkofDisability