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The purpose of this paper is to report ʻlife unit learningʼ continuously practiced for three school years in a junior high school course of a special needs school for the intellectually disabled. The three- year-long ʻlife unit learningʼ consisted mainly of units for growing, harvesting and cooking vegetables. As an advanced activity, making aprons for cooking, entertaining families and close friend with vege- table dishes, and making a lunch box for going to a library were added to the unit. In this practical study, we aimed to secure the continuity of learning as much as possible by repetitive learning of simi- lar units, in order for students not to finish intended activities in each unit as temporal ones. As a re- sult, studentsʼ interests and motivation for learning increased, and their life skills also improved. In cur- riculum management when organizing curricula centering on life unit learning, it is most important to set up units from the viewpoint of how to enhance studentsʼ lives for independence and social partici- pation, in consideration for the studentsʼ ages. Based on this idea, we need to carefully organize the subject contents covered in each unit. |
