軽度発達障害に関する小・中学校教師の意識調査

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Special education in Japan IS currently at amajor turning point. All teachers are facing thenew task of providing support to children withmild developmental disorders without mentalretardation who are attending normal class. Inthis study, we conducted a questionnaire surveyon elementary and junior high school teachersregarding support to children with mild developmentaldisorders, and studied the currentstuation and tasks. As a result of factor analysis,the following six factors were extracted; 1)support system in school, 2) interest in milddevelopmental disorders, need for training, 3)treatment ability for children with mild developmentaldisorders, 4) class management formutual developmental, 5) difficulties in partnershipswith parents, 6) importance of specialteaching. These six factors were then comparedand studied between different types of schools(elementary or junior high school) and differentjob types (administration and management or94class teacher), and the following results wereobtained. It was found that those handlingadministrative and management work haveproper support systems compared to classteachers, and they are aware of the need fortraining, have high treatment skills, and considerclass management to be more important thanspecial teaching. In addition, compared to juniorhigh school teachers, elementary school teachershad stronger attitude and interest in milddevelopmental disorders. Importance on specialteaching was placed by class teachers than thosehandling administrative and management work,and in junior high schools than elementaryschools. Regarding difficulties in partnershipswith parents, no difference was seen between thetwo types of jobs and types of schools. Based onthese results, the preferable support for milddevelopmental disorders in elementary and juniorhigh schools in the future was discussed.
秋田大学の論文

軽度発達障害に関する小・中学校教師の意識調査

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