There is a widespread movement across Japan to build "places of learning" for intellectually and mentally disabled children after they have graduated from late secondary education by using the welfare system as a third option. However, previous studies have failed to scrutinize the teaching content of these "places of learning." Therefore, in this study, we reference McLuhan's media theory to examine media education practices in the "places of learning" of Shalom College and Minnano College of Liberal Arts. This study also explores the appropriate design of optimized time and space, particularly for people with intellectual and developmental (mental) disabilities. The keywords are "act of communication," "simultaneity," and "remote learning using media." Media education is designed to keep people with intellectual and developmental (mental) disabilities from becoming vulnerable to information. In the "places of learning" of Shalom College and Minnano College of Liberal Arts, the goal is to use media to extend the human functions, as defined by McLuhan. Therefore, this research provides a case study of such educational practices.
学習に困難のある学生へのメディア教育実践における時間と空間のデザイン
sg_1302_04
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機関リポジトリ概要