@techreport{oai:mie-u.repo.nii.ac.jp:00015254,
 author = {森, 浩平 and mori, kohei},
 month = {Jun},
 note = {application/pdf, 発達障害のある児童、その保護者や教員、学校心理士を対象に、望ましいと考える当該児童と周囲の児童との関係性に関する尺度（インクルーシブ学級風土尺度）を作成し、質問紙調査を行った。過ごしやすい学級風土として「学級活動への関与」「クラスメイトの親しさ」「学級内の不和」「学級への満足感」「自然な自己開示」「学習への志向性」「規律正しさ」「学級内の公平さ」に分類されることが示唆された。しかし、対象者数が少なかったことや、これまでのインタビュー調査によって得られた結果が反映できていないなどの課題があるため、今後質問項目の更なる選定や精査、対象者を増やしての質問紙調査の実施など、検証を行っていく必要がある。, For children with developmental disabilities, their parents and teachers, and school psychologists, we created a scale (inclusive class climate scale) regarding the relationship between the child and the surrounding children, and conducted a questionnaire survey. As a comfortable class culture, "engagement in class activities", "friendliness of classmates", "disagreement within the class", "satisfaction with the class", "natural self-disclosure", "orientedness toward learning", and "discipline" It was suggested that it was classified as "fairness within the class". However, due to issues such as the small number of subjects and the fact that the results obtained from the interview surveys so far have not been reflected, further selection and scrutiny of question items and questions with more subjects will be asked in the future. It is necessary to carry out verification such as conducting a paper survey., 2019年度～2020年度科学研究費補助金(若手研究)研究成果報告書, 19K14284},
 title = {発達障害のある児童の在籍する小学校通常学級でのインクルーシブ学級風土尺度の作成},
 year = {2021},
 yomi = {モリ, コウヘイ}
}