@article{oai:ic.repo.nii.ac.jp:00000945,
 author = {斎藤, 遼太郎 and Saito, Ryotaro and 小澤, 詩織 and Ozawa, Shiori and 奥住, 秀之 and Okuzumi, Hideyuki},
 journal = {茨城キリスト教大学紀要 II.社会・自然科学, Journal of Ibaraki Christian University II. Social and Natural Sciences},
 month = {},
 note = {The purpose of this study is to clarify the contents and methods of communication between children with severe and multiple disabilities and teachers that are currently being practiced in schools, and to consider how better communication support should be. As a result, it was suggested that it is important not to use only the child's expression when reading, but to use that as an opportunity to infer the child's intentions and thoughts. In addition, it was found that teaching materials, support, and guidance were consciously developed so that children could acquire expressions such as gestures, picture cards, and voice calls, which are analog mediums, without being biased only to AAC. In the future, it will be necessary to study ways to obtain various expressions so that children can have richer communication with many others.},
 pages = {103--110},
 title = {重度・重複障害を有する児童・生徒に対するコミュニケーションの内容と方法 ― 教員の働きかけに着目して ―},
 volume = {56},
 year = {2022},
 yomi = {サイトウ, リョウタロウ and オザワ, シオリ and オクズミ, ヒデユキ}
}