障害者をめぐる情報環境や雇用環境が大きな変化を迎えていることに合わせて，特別支援学校でもICTの利活用が進められている．2020年度から小学校でプログラミング教育が必修化されることから，特別支援学校でのプログラミング教育の実践事例が蓄積されつつあるものの，多くの学校で準備が十分に行われていない．本稿では，特別支援学校の小学部，中学部，高等部の教員を対象にしたプログラミング講座を実施し，そのなかで教員のプログラミングおよびプログラミング教育への理解と自信がどのように変化したか，さらに特別支援学校でプログラミング教育を実施するうえでどのような配慮が必要か調査した．その結果，短時間の講座でも受講者のプログラミング教育への理解，実践方法への理解，プログラミングを教える自信をある程度向上させることができた．しかし，プログラミングを教える自信は講座終了後も相対的に低かった．プログラミング経験者は未経験者と比較して全般的に自己評価が高かったことから，プログラミングに触れる機会を増やすことが教員のスキルや自信向上に効果的であると考えられる．また，概念的な理解よりも実践的な理解を高めることが教える自信を向上させることに寄与することが分かった．特別支援学校で必要と考えられる配慮として，障害がある児童生徒に分かりやすく伝える工夫，個別対応，教室外でのアプリの利用といった具体的な意見が得られた．
According to changes in the information and employment environments among persons with disabilities, special needs education schools in Japan have incorporated information and communication technologies (ICT) into education. However, many schools are not fully ready for “programming education,” which will be compulsory in elementary schools, even though knowledge and educational techniques have started to accumulate. In this article, the authors developed and ran a computer programming course for elementary to upper-secondary grade teachers in a special needs education school, studied how participants changed their attitude toward programming education, and learned what special considerations are needed in special needs education schools. The results indicate that our course improved teachers' understanding of programming education and its teaching methodology, and raised their confidence in teaching programming to some extent. However, their confidence in teaching programming was lower relative to other subjects in all types of schools. Those who have experience in programming showed better results in all self-assessment questions, which means that increasing teachers' experience of programming would improve both their skills and their understanding of programming education. Additionally, practical-minded understanding contributes to improving teachers' confidence in teaching programming more than conceptual understanding does. Regarding the considerations needed for special needs education schools, we obtained valuable suggestions from the participants, such as finding creative ways to make it understandable to children with disabilities; the need to treat children individually according to each one's different abilities and disabilities; and the availability of apps for use outside the classroom.