@article{oai:sgul.repo.nii.ac.jp:00002999,
 author = {室橋, 春光},
 issue = {1},
 journal = {札幌学院大学心理学紀要, Bulletin of Faculty of Psychology Sapporo Gakuin University},
 month = {Oct},
 note = {土曜教室は，全国各地における学習障害児親の会の設立に伴って，1980年代から1990年代にかけて開始された。学生や院生たちが主体となって，子どもたちの学習援助を中心に行った。学びとは，日常生活における様々な面において生ずるものであり，知識と技術の習得は大人を模倣するところから始まる。しかし学校教育においては，大量生産システムを背景として正確性と効率性が強く求められ，知識と技術の乖離を生むことになった。学習障害をはじめとする発達障害圏の子どもたちは学校教育から疎外されがちになり，土曜教室が始まることになったのである。土曜教室では，大学生たちと子どもたちの間の信頼に基づいて学びの共同戦線が組まれ，子どもたちのひとつの居場所となっていった。発達障害という特性のある子どもたちは，感受性の高さを有するがゆえに，社会のひずみをいちはやくとらえる。そのふるまいが障害とされるのであるが，社会はこの子どもたちに対応するだけでなく，そのひずみを解決することも求められている。, Saturday class was opened accompanied by organization of parent circles for children with learning disabilities throughout Japan in 1980s-1990s. Learning support for the children was executed by undergraduates and graduate students mainly. Learning is occurred in various aspects of daily life. Acquisition of knowledge and skills results imitation of adult’s behavior by children. In school education, although, dissociation between knowledge and skills has occurred because accuracy and efficiency was pursued by mass production system. As the result, alienation of children with developmental disabilities occurred in school education, and the Saturday class was begun. In the Saturday class, “joint front for learning” was organized by the children with developmental disabilities and university students based on mutual trust between them. The class has been felt as a place of their own by themselves. The children with developmental disabilities have high sensitivity for differences among events of daily life, as the result, they firstly catch stresses in the community. People in the community are not only expected to correspond the children but also expected to solve the problem of the mechanism for the stresses., Bulletin, 論文, Article},
 pages = {37--48},
 title = {土曜教室論 ─子どもたちとの学びの共同戦線─},
 volume = {2},
 year = {2019}
}