ここから https://www.mext.go.jp/content/20200630-mxt_kyoiku02-100002604_03.pdf
IV. SUPPORT FOR THE DEVELOPMENT OF PUPILS
第４ 児童の発達の支援
1 Enhancement of instruction to support the development of pupils
Consideration should be given to the following items when engaged in formation
and implementation of the curriculum.
(1) In order to develop a trusting relationship between teachers and pupils and better
interpersonal relationships amongst the pupils as the foundation of learning and
life, each school should enhance daily class management. Furthermore, they
should support the development of pupils through both guidance that offers the
instruction and help necessary mainly in group settings, and counselling that takes
into account the diverse circumstances of individual pupils to offer instruction
individually tailored to the issues that each individual faces.
In conjunction with this, each school should come up with forms of instruction
utilizing the strengths of the timing of grades in the lower grades, middle grades,
and higher grades of elementary schools.
(2) Each school should deepen understanding of pupils, link it to learning
instruction and enhance student guidance so that the pupils may strongly sense
their own presence, form better interpersonal relationships, and achieve current
and future self-realization while leading a valuable and enhanced school life.
(3) Each school should enhance career education in accordance with the
characteristics of the subjects, with the primary focus on special activities, so that
the pupils may anticipate the ties between what they learn and their own future
and acquire the competencies that are the necessary foundation for social and
occupational independence.
(4) Each school should improve individually targeted teaching to ensure that pupils
can acquire what they have studied including the acquisition of basic and
fundamental knowledge and skills in accordance with the circumstances of the
pupils and school, through improving and devising teaching methods and
teaching systems; for example individual or group-specific learning, repetitive
learning, differentiated learning according to the level of proficiency
achievement, task-based learning activities according to the pupils’ interest,
instruction incorporating learning activities such as supplementary or advanced
learning, and ensuring team-taught lessons where teachers work cooperatively . In
working towards these goals, each school should utilize the information devices
and teaching materials and aids specified in III. 1 (3).
１ 児童の発達を支える指導の充実
教育課程の編成及び実施に当たっては，次の事項に配慮するものとする。
⑴ 学習や生活の基盤として，教師と児童との信頼関係及び児童相互のよりよ
い人間関係を育てるため，日頃から学級経営の充実を図ること。また，主に
集団の場面で必要な指導や援助を行うガイダンスと，個々の児童の多様な実
態を踏まえ，一人一人が抱える課題に個別に対応した指導を行うカウンセリ
ングの双方により，児童の発達を支援すること。
あわせて，小学校の低学年，中学年，高学年の学年の時期の特長を生かし
た指導の工夫を行うこと。
⑵ 児童が，自己の存在感を実感しながら，よりよい人間関係を形成し，有意
義で充実した学校生活を送る中で，現在及び将来における自己実現を図って
いくことができるよう，児童理解を深め，学習指導と関連付けながら，生徒
指導の充実を図ること。
⑶ 児童が，学ぶことと自己の将来とのつながりを見通しながら，社会的・職
業的自立に向けて必要な基盤となる資質・能力を身に付けていくことができ
るよう，特別活動を要としつつ各教科等の特質に応じて，キャリア教育の充
実を図ること。
⑷ 児童が，基礎的・基本的な知識及び技能の習得も含め，学習内容を確実に
身に付けることができるよう，児童や学校の実態に応じ，個別学習やグルー
プ別学習，繰り返し学習，学習内容の習熟の程度に応じた学習，児童の興
味・関心等に応じた課題学習，補充的な学習や発展的な学習などの学習活動
を取り入れることや，教師間の協力による指導体制を確保することなど，指
導方法や指導体制の工夫改善により，個に応じた指導の充実を図ること。そ
の際，第３の１の⑶に示す情報手段や教材・教具の活用を図ること。
2 Instruction to pupils who require special considerations
(1) Instruction to pupils with disabilities or special needs
a. For pupils with disabilities or special needs, each school should devise
instructional contents and methods that are appropriate for the conditions of the
disabilities of individual pupils in a planned and organized manner while
utilizing advice and support from special needs schools or other sources.
b. The special curriculum implemented in special needs classes should be formed
as follows.
(a) Each school should incorporate the independence activities specified in the
National Curriculum Standard for the Elementary and Secondary
Departments of Special Needs Schools, Chapter 7 in order to overcome
learning or life difficulties caused by the disability and achieve
independence.
(b) After giving consideration to the degree of the disability of the pupil and the
circumstances of the class, etc. each school should form a curriculum
tailored to the circumstances by replacing the objectives and contents of the
subjects with the objectives and contents of subjects in lower grades,
replacing the subjects with the subjects of special needs schools that offer
education to pupils who are persons with an intellectual disability.
c. In the case of offering a partial inclusion program where special needs pupils
leave the mainstream classroom to receive special support services located on
site and forming a special curriculum for pupils with disabilities or special
needs, each school should refer to the contents of the independence activities
specified in the National Curriculum Standard for the Elementary and
Secondary Departments of Special Needs Schools, Chapter 7, stipulate
concrete objectives and contents, and offer instruction. In working towards
these goals, each school should be committed to cooperation among the
teachers including linkage of all subjects, with the partial inclusion program
where special needs pupils leave the mainstream classroom to receive special
support services located on site, so that effective instruction can be offered.
d. Regarding pupils with disabilities or special needs, each school should
collaborate with families, the local community, and institutions dealing with
medical care, welfare assistance, healthcare promotion, work training, etc., .,
and in order to provide educational support to the pupils from a long-term
perspective, they should be committed to designing and utilizing individual
education support plans, and when giving instruction in the subjects, should
ascertain the circumstances of individual pupils accurately and be committed to
designing and utilizing an individual syllabus. In particular, for pupils enrolled
in special needs classes and pupils receiving a partial inclusion program where
special needs pupils leave the mainstream classroom to receive special support
services located on site, each school should ascertain the circumstances of
individual pupils accurately, design and utilize effectively individual education
support plans and individual syllabuses.
(2) Adaptation to school life by pupils who have returned to Japan from overseas,
and Japanese language instruction for pupils who have difficulty acquiring
Japanese language
a. Each school should help pupils who have returned to Japan from overseas, etc.
to adapt to school life and provide proper instruction such as utilizing their life
experience in foreign countries.
b. For pupils who have difficulty acquiring Japanese language each school should
devise instructional contents and methods tailored to the circumstances of
individual pupils in an organized and systematic way. In particular, for
Japanese language instruction in a partial inclusion program each school should
be committed to cooperation among the teachers and to effective instruction by
designing plans for instruction individually.
(3) Considerations for non-attendance pupils
a. For non-attendance pupils at school should cooperate with guardians and
related institutions, obtain the advice or support of experts in psychology and
welfare assistance, and from the perspective of aiming for social independence
should provide information tailored to the circumstances of individual pupils
and offer other necessary support.
b. In the case of forming a special curriculum recognized by the Minister of
Education, Culture, Sports, Science and Technology for pupils who have been
absent from elementary school for a significant period and are recognized to be
continuing to be absent, each school should form a curriculum giving
consideration to the circumstances of the pupils, and be committed to
improving and devising teaching methods and teaching systems such as
individual or group-specific learning, etc.
２ 特別な配慮を必要とする児童への指導
⑴ 障害のある児童などへの指導
ア 障害のある児童などについては，特別支援学校等の助言又は援助を活用
しつつ，個々の児童の障害の状態等に応じた指導内容や指導方法の工夫を
組織的かつ計画的に行うものとする。
イ 特別支援学級において実施する特別の教育課程については，次のとおり
編成するものとする。
（ア） 障害による学習上又は生活上の困難を克服し自立を図るため，特別
支援学校小学部・中学部学習指導要領第７章に示す自立活動を取り入れ
ること。
（イ） 児童の障害の程度や学級の実態等を考慮の上，各教科の目標や内容
を下学年の教科の目標や内容に替えたり，各教科を，知的障害者である
児童に対する教育を行う特別支援学校の各教科に替えたりするなどし
て，実態に応じた教育課程を編成すること。
ウ 障害のある児童に対して，通級による指導を行い，特別の教育課程を編
成する場合には，特別支援学校小学部・中学部学習指導要領第７章に示す
自立活動の内容を参考とし，具体的な目標や内容を定め，指導を行うもの
とする。その際，効果的な指導が行われるよう，各教科等と通級による指
導との関連を図るなど，教師間の連携に努めるものとする。
エ 障害のある児童などについては，家庭，地域及び医療や福祉，保健，労
働等の業務を行う関係機関との連携を図り，長期的な視点で児童への教
育的支援を行うために，個別の教育支援計画を作成し活用することに努
めるとともに，各教科等の指導に当たって，個々の児童の実態を的確に把
握し，個別の指導計画を作成し活用することに努めるものとする。特に，
特別支援学級に在籍する児童や通級による指導を受ける児童については，
個々の児童の実態を的確に把握し，個別の教育支援計画や個別の指導計画
を作成し，効果的に活用するものとする。
⑵ 海外から帰国した児童などの学校生活への適応や，日本語の習得に困難の
ある児童に対する日本語指導
ア 海外から帰国した児童などについては，学校生活への適応を図るととも
に，外国における生活経験を生かすなどの適切な指導を行うものとする。
イ 日本語の習得に困難のある児童については，個々の児童の実態に応じた
指導内容や指導方法の工夫を組織的かつ計画的に行うものとする。特に，
通級による日本語指導については，教師間の連携に努め，指導についての
計画を個別に作成することなどにより，効果的な指導に努めるものとす
る。
⑶ 不登校児童への配慮
ア 不登校児童については，保護者や関係機関と連携を図り，心理や福祉の
専門家の助言又は援助を得ながら，社会的自立を目指す観点から，個々の
児童の実態に応じた情報の提供その他の必要な支援を行うものとする。
イ 相当の期間小学校を欠席し引き続き欠席すると認められる児童を対象と
して，文部科学大臣が認める特別の教育課程を編成する場合には，児童の
実態に配慮した教育課程を編成するとともに，個別学習やグループ別学習
など指導方法や指導体制の工夫改善に努めるものとする。
第1 https://blog.goo.ne.jp/syaraku0812/e/fba100137981039630e43850427a74e6
第2 https://blog.goo.ne.jp/syaraku0812/e/0c4d0dc9bd22e6d6e52916556df4c199
第3 https://blog.goo.ne.jp/syaraku0812/e/b75a5c71bc9a0b783d8fbc1dec3fc3a0
第4 https://blog.goo.ne.jp/syaraku0812/e/bf8fc7e56b9c4890aa66bc2fdbd6dfa2
第5 https://blog.goo.ne.jp/syaraku0812/e/ed9f3d92e42c7849379ad0cb1f151c14