UTSUMI Yukari
| Comprehensive Educational Science Division Special Needs Education Special Needs Education | Lecturer |
Researcher Information
Other affiliation
Research History
Professional Memberships
Research Projects
- Japan Society for the Promotion of Science
Grants-in-Aid for Scientific Research Grant-in-Aid for Early-Career Scientists, 特別支援学校女性教師の成長に関する基礎的研究―自立活動の専門性に着目して―, Grant-in-Aid for Early-Career Scientists, Apr. 2020 - Mar. 2024 - 日本学術振興会
科学研究費補助金研究活動スタート支援, 特別支援学校若手教師の専門性向上に資する自立活動に係る自主研修, Aug. 2019 - Mar. 2022, Competitive research funding - 日本学術振興会
科学研究費補助金基盤研究（C）, 特別支援学校（肢体不自由）における意思決定論的アプローチに基づく授業開発研究, Apr. 2018 - Mar. 2022, Competitive research funding - 松下幸之助記念財団
2017年度研究助成, わが国の肢体不自由教育における現職教育の基礎的研究―JEモデルによる発展途上国への展開を射程において―, Oct. 2017 - Sep. 2018, Competitive research funding
Research activity information
Books and Other Publications
- 特別支援教育における「チームで育つ教師」
21 Jun. 2024 - 肢体不自由教育
20 Apr. 2024, 内海友加利「第13章インクルーシブ教育システムと特別支援学校（肢体不自由）の使命」,「 リフレクション」, 9784762832468 - 特別支援教育要論
20 Mar. 2024, 安藤隆男(編著), 内海友加利「第5章 特殊教育制度の整備と養護学校教育の義務化」, 「リフレクション」, 9784762832451 - よくわかる肢体不自由教育［第２版］
10 Dec. 2023, 安藤隆男(編著)・藤田継道(編著), 内海友加利「ティームティーチングにおける授業者の意思決定」, 9784623094837 - 特別支援教育
Jan. 2022, 米田宏樹・川合紀宗, 内海友加利「Q53肢体不自由のある幼児児童生徒に対する支援方法は？」(pp.170-171), 協同出版, 9784319003471 - 「自立活動の指導」のデザインと展開 : 悩みを成長につなげる実践32
Sep. 2019, 北川貴章・安藤隆男, 内海友加利「コラム③自立活動の研修に関する情報提供―茨城県の取組―，コラム④自立活動に関する研究の紹介」(pp.170-173), ジアース教育新社, 9784863715134 - 特別支援教育 : 共生社会の実現に向けて
Mar. 2018, 小林秀之・米田宏樹・安藤隆男, 内海友加利;安藤隆男「第15章 教師の専門性と研修」(pp.179-190), ミネルヴァ書房, 9784623081523 - 平成29年版 小学校新学習指導要領の展開 総則編
Oct. 2017, 無藤隆, 内海友加利;安藤隆男「4章 特別な配慮を必要とする児童への指導，1 障害のある児童などへの指導」(pp.110-115), 明治図書出版, 9784188381229
Papers
- 通級指導担当教員のキャリア教育観－小学校段階での自己理解と連携に着目して－
30 Nov. 2024, 吉井加奈, 中島武史, 内海友加利, joint, 兵庫教育大学学校教育学研究, 37 - 小学校知的障害及び自閉症・情緒障害特別支援学級における個に応じた教育の充実に資する朝の活動時間についての実態調査
30 Nov. 2024, 八木貴之, 中島武史, 内海友加利, joint, 兵庫教育大学学校教育学研究, 37 - Professional Development Process for Teachers in Special Needs Education Schools
for Children with Physical Disabilities: Focusing on Teaching Jiritsu Katsudo
Dec. 2023, only - Decision-Making Structure and Related Factors of Teachers of Children With Physical Disabilities: Teaching Physical Movements as One of the Contents of Jiritsu Katsudo
Aug. 2023, joint, https://doi.org/10.6033/tokkyou.21B026 - 養成・採用・研修の一体化を通した特別支援学校教師の専門性向上に関する研究
15 Mar. 2023, 池田彩乃・植田佐知子・有井香織・内海友加利・安藤隆男, joint - Professionality of Teachers Required in the Special Education Teacher Training Course: Focusing on the Elementary Department
Mar. 2022, Ayano IKEDA; Yukari UTSUMI; Riku HASHIMOTO, joint, Japanese Journal of Disability Sciences, 46, Research paper (scientific journal), 10.20847/adsj.46.1_61 - Implementation and Effectiveness of an On-the-Job Training Program based on Teacher Collaboration at a Special Needs Education School for Children with Physical Disabilities: Focusing on Designing Individual Teaching Plans in Jiritsu-Katsudo
Nov. 2021, UTSUMI Yukari; ANDO Takao, joint, The Japanese journal of special education, 59, 3, Research paper (scientific journal) - Training for Mid-career Teachers to Promote Reflection Using Sustainable Development Goals （SDGs） as a Theme：Training Program Design and Training Evaluation by Participants
Nov. 2021, IZUMIMURA Yasuji; TOKUSHIMA Yuya; SAKAUE Hiroaki; IKEDA Masafumi; YAMAMOTO Shinya; SAKAGUCHI Masayasu; UTSUMI Yukari; HANAWA Yuki, joint, 兵庫教育大学学校教育学研究, 兵庫教育大学, 34, 34, Research paper (scientific journal), 本アイテムは、リポジトリシステムの更新に伴い、2022年3月以降URLが変更になります。引用時にはご注意ください。 - The Development Process and Background of the Compulsory Education System of Special Schools for Children with Disabilities: A Comparison of Special Schools for Intellectual Disabilities, Physical Disabilities, and Health Impairments
Sep. 2021, UTSUMI Yukari; ANDO Takao, joint, 兵庫教育大学研究紀要, 59, Research paper (scientific journal) - Recognition of the Personal Quality Model and the Collaborative Model in the Career of Teachers in Special Needs Education Schools for Children with Physical Disabilities
Mar. 2020, Yukari UTSUMI; Takao ANDO, joint, Japanese Journal of Disablity Sciences, 44, Research paper (scientific journal) - Survey on the Role of Teachers in Team Teaching in Special Needs School for Children with Physical Disabilities: Focusing on Jiritsu-Katsudo Main Curriculum
Mar. 2020, Hiroki TAKEUCHI; Mizuki KOYAMA; Takeshi OZEKI; Yukiko OCHIAI; Yukari UTSUMI; Takao ANDO, joint, Japanese Journal of Disablity Sciences, 44, Research paper (scientific journal) - Analyzing Younger Teachers’ Decision-Making Process when Individually Teaching Jiritsu-Katsudou: Focusing on Proficiency in Dohsa-hou
Mar. 2020, Takaaki KITAGAWA; Yukari UTSUMI; Takao ANDO, joint, Japanese Journal of Disablity Sciences, 44, Research paper (scientific journal) - Teacher Needs and Relevant Factors for Teaching Jiritsu-Katsudo in Special Needs Schools for Children with Physical Disabilities
Feb. 2019, UTSUMI Yukari; ANDO Takao, joint, Journal of Special Education Research, The Japanese Association of Special Education, 7, 2, 2187-5014 - Lesson Study on Teachers' Decision Making Processes: Team Teaching at a Special Needs Education School for Children With Physical Disabilities
Dec. 2018, Yukari UTSUMI; Ayano HIRAYAMA; Takao ANDO, joint, The Japanese journal of special education, 56, 4, Research paper (scientific journal) - Attendance of School-going Children with Physical Disabilities:Focused on a District of One Special Needs School for Children with Physical Disabilities
Mar. 2018, MISHIMA Kazuya; UTSUMI Yukari; IKEDA Ayano; ANDO Takao, joint, Japanese Journal of Disability Sciences, 障害科学学会, 42, 1, 1881-5812, <p>This study investigated the school attendance of children with physical disabilities and clarified the conditions of their disabilities. Therefore, the participants were students from a special needs school for children with physical disabilities (School B) and from other schools in the same district, including those of elementary and lower secondary schools, special classes for children with intellectual disabilities in elementary and lower secondary schools, and special needs schools for children with intellectual disabilities. With regard to the state of disability, the occurrence rate of lower limb disability was highest among students in all types of schools. With regard to the mobilities, the rate of self-gait was highest among students in regular classes and lowest among students in School B. Moreover, the rate of self-gait increased and the degree of independent mobilities tended to become higher among students in the lower secondary departments of School B. This finding suggests the possibility of changing school attendance from regular elementary schools to the lower secondary departments of special needs schools for children with physical disabilities. These results provide the fundamental data needed to discuss the continuous teaching of children with physical disabilities in diverse and community-based learning environments.</p> - Implemented Training Program for Novice Teachers in a Special Needs School for Children with Physical Disabilities:Comparing to Novice Teachers Training Programs in a Prefectural Board of Education
Mar. 2018, UTSUMI Yukari; ANDO Takao, joint, Japanese Journal of Disability Sciences, 障害科学学会, 42, 1, 1881-5812, The purposes of this study were to analyze the novice teachers' training program in a special needs school for children with physical disabilities in comparing to the program in one prefectural board of education. We focused on the contents, teaching forms, instructors, and members of the novice teachers' training program. The training programs in the special needs school for children with physical disabilities taught not only the basic knowledge but also the practical contents such as lesson study. Various teachers were engaged in the instructions of the novice teachers training, and it is demanded that novice teachers understand the structure and management of the school system. Especially, as the children's disabilities become severe and multiple, the programs with practical skill training, including training on how to eat, medical care, and teaching Jiritsu-Katsudo, were introduced in the special needs school for children with physical disabilities. Since the team approach is important to support various needs of pupils, it is required to consider on-the-job training for young teachers based on teacher collaboration with colleagues. - In-service Training Program for Novice Teachers of Special Needs Schools: Focus on Off-the-Job Training of a Prefectural Board of Education
Mar. 2017, UTSUMI Yukari ; ANDO Takao, joint, Japanese Journal of Disability Sciences, 障害科学学会, 41, 1, 10.20847/adsj.41.1_91, 1881-5812, This study aimed to investigate the content changes of novice teachers' training programs for special needs schools and discuss the annual plan devised by one prefectural board of education. This program was introduced in 1992 in Japan. The Ministry of Education, Culture, Sports, Science and Technology formulated guidelines for the program. Each of the boards devised their annual plans following these guidelines. The program has on-and off-the-job components. The focus and results of the off-the-job component are implementing swift changes in the program as per national policies and requirements in the special needs education system and medical care as well as solving current special needs education problems, with special focus on providing education for children with severe and multiple disabilities. Currently, the duration of the program is three years. The content for second and third year comprises many practical activities to help improve teaching skills. The results showed that the off-the-job training component helps in providing fundamental knowledge and improving teaching skills. Further, a future consideration of the study is to link on-and off-the-job components. - Supporting system of school admissions for pupils with special educational needs in England : Focused on ancillary works in Local Educational Authorities
Dec. 2015, 内海 友加利・真城 知己, joint, 発達障害支援システム学研究, 日本発達障害支援システム学会, 14, 2, 1346-9118 - School choice system for pupils with special educational needs in England : Focused on Common Application Form
Mar. 2015, 内海 友加利・真城 知己, joint, 千葉大学教育学部研究紀要, 千葉大学教育学部, 63, 1348-2084, 日本の特別支援教育に関わる就学制度は変化しつつある。公立小中学校における学校選択制度を導入する自治体が増加傾向にあることから,特別支援教育の対象である生徒も含め,今後より多くの自治体で学校選択制度が取り入れられるであろう。本論文では,特別な教育的ニーズのある生徒の学校選択に注目した。すでに制度が存在するイングランド各州の学校選択の際に使用されるアプリケーション・フォーム(希望申請書)を収集し,特徴を考察した。その結果,書式には判定書の発行の有無について記入する項目があり,特別な教育的ニーズのある生徒の場合も共通のアプリケーション・フォームが使用されていた。判定書を発行されている特別な教育的ニーズのある生徒は判定書の指示によって学校が指定される。判定書を発行されていないが特別な教育的ニーズのある生徒の場合には,専門家や親が地方教育当局と協議をして優先的に就学先を決定するシステムとなっていた。アプリケーション・フォームの項目や手続きは州によって異なる点もあるが,このシステムを利用して特別な教育的ニーズのある生徒も複数の選択肢の学校の中から希望する就学先を選択する制度が用意されていた。
