@article{oai:dwcla.repo.nii.ac.jp:00000992,
 author = {大隅, 順子 and OHSUMI, Junko},
 journal = {同志社女子大学生活科学, DWCLA human life and science},
 month = {Feb},
 note = {application/pdf, AA11325308-20150220-33, This article examined how home visiting by teachers who are in charge of severely retarded students influence their mental growth. Data collected by semi-structured interviews with 7 teachers were categorized and analyzed by using a modified grounded theory approach. All of them began to rear their students in the way they thought what would be best for the students based on their "model education" they had studied. But they often feel at a loss what to do because of students' faint responses to lessons. Occasionally, overwhelmed by fulfilling their obligation to take care of students by the hard pressure from student's mother, they had to take another approach against their will. They gained the bonds of colleagues close to them, and committed themselves to helping students handle the problems, They also learned from their students and parents sharing a good relationship with them. They came to realize their mental growth and thankfulness to their student's precious daily life., 原著論文},
 pages = {33--40},
 title = {重症心身障害児の在宅訪問教育に関わる教員の成長プロセスの研究},
 volume = {48},
 year = {2015},
 yomi = {オオスミ, ジュンコ}
}