@article{oai:jissen.repo.nii.ac.jp:00000234,
 author = {越野, 由香 and コシノ, ユカ and Koshino, Yuka},
 journal = {実践女子短期大学紀要},
 month = {Mar},
 note = {P(論文), 通常学級における中学生の事例において、他者との体験の共有が困難な特性をもつ高機能自閉症児が周りの人々の変化により自己を肯定していったプロセスを分析した。その結果、(1)まず担任から高機能自閉症児を理解する(他者とつながる経験)、(2)担任の理解をもとにクラスの子どもが高機能自閉症児を理解する、(3)クラス集団に高機能自閉症児の居場所ができ(子ども同士がつながる経験)、自己肯定感をもっていくというステップが見出された。さらに他者とつながる経験をすることにより高機能自閉症児は自己肯定感を獲得できることから、支援においては他者とつながる経験をどうつくるかが重要な課題と考えられる。, In the case with the junior high school student, in regular classroom the process where the high functioning autism child who had the characteristic that sharing the experience with other is difficult had affirmed the self by the change of surrounding people was analyzed. As a result, we found the following step that 1) the high functioning autism child first is understood by the classroom teacher (experience of connecting with others), 2) The child of the class understands the high functioning autism child based on the understanding of the classroom teacher, 3) the child with high functioning autism is accepted by the member of the class (experience of connecting with the child group) and comes to get self-affirmative feeling gradually. In addition, the high functioning autism child can acquire the self-affirmative feeling by the experience of connecting with others, and in their support, I suggest that it is important how to make the experience of connecting with others.},
 pages = {13--23},
 title = {高機能自閉症児の自己肯定感と子ども集団-通常学級でのある取り組みから-},
 volume = {32},
 year = {2011}
}