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コロナ下における養護教諭の対応 : 知的障害特別支援学校の事例から考える
http://hdl.handle.net/2298/0002000298
http://hdl.handle.net/2298/0002000298de2d0303-0a33-4366-ac31-bf2b1abf1224
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKJ0041_017-026.pdf
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2024-03-01 | |||||||||||
| タイトル | ||||||||||||
| タイトル | コロナ下における養護教諭の対応 : 知的障害特別支援学校の事例から考える | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | コロナカ ニオケル ヨウゴ キョウユ ノ タイオウ : チテキ ショウガイ トクベツ シエン ガッコウ ノ ジレイ カラ カンガエル | |||||||||||
| 言語 | ja-Kana | |||||||||||
| タイトル | ||||||||||||
| タイトル | A school nurse's response to COVID-19 pandemic : Insight from a case study of a special support school for intellectual disabilities | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 主題 | school nurse, special support school, COVID-19 pandemic, school community | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| 著者 |
今井, 伸和
× 今井, 伸和
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| 内容記述 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | We have discussed the response of special support school nurse during the COVID-19 pandemic and have come to the following conclusions. First, in Chapter 1, we saw that teacher Goto worked with colleagues and managers during the school closure period to prepare for the school’s reopening. Additionally, the results of a survey conducted by teacher Goto revealed that children were becoming more irritated and more picky during the school closures. In particular, it was surmised that the special disability characteristics of the special students, combined with the unusual situation of school closures, amplified their frustration and obsession. Next, in Chapter 2, we saw how, from an expert’s point of view, teacher Goto carefully deals with fever in schools for special needs students who have difficulty regulating their body temperature. At the same time, we introduced the disinfection work that was carried out by all the teachers and staff after the students returned from school. It has become clear that the fact that each teacher, who is familiar with children’s disabilities and their lives at school and at home, took the initiative in disinfecting was a remarkable response by the school during the coronavirus situation. Finally, in Chapter 3, we took up the questionnaire survey again and compared the responses during the school closure period and when schools resumed. What we can see from this is that both children and parents were frustrated during the school closures, but once the school closures were lifted and the children returned to school, not only did the children become more energetic, but so did their parents. became. What became clear from this was that the school had become a community (school community). | |||||||||||
| 書誌情報 |
ja : 熊本大学教育実践研究 en : Bulletin of Center for Educational Research and Training Faculty of Education Kumamoto University 巻 41, p. 17-26, 発行年 2024-02 |
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| NCID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA11700236 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 日本十進分類法 | ||||||||||||
| 主題Scheme | NDC | |||||||||||
| 主題 | 378 | |||||||||||
| 出版者 | ||||||||||||
| 出版者 | 熊本大学教育学部附属教育実践総合センター | |||||||||||
| 言語 | ja | |||||||||||
