教室の気がかりな子をどう支援につなげるか : 保護者と教師のやりとりの分析

概要

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Troubled children who cause disturbances in the classroom usually need special support from many social resources including their school and teachers. However teachers have difficulty reaching a common understanding with their guardians because they tend to feel the teacher is blaming them for their child's behavior.This research aims to determine how to achieve consensus and/or understanding between a mother and teacher about her child's special educational needs and support. This is done through semi-constructed interviews of mothers, teachers including special needs teachers, and educational counselors regarding the interactive process from the beginning of contact to connection with special support.Analysis using the KJ method revealed three phases: (1) negative emotion evoked by children's troublesome behavior, (2) identifying the cause of the trouble, (3) empathy for mother's anxiety and uneasiness. From the comparison between the cases of shared and unshared understanding, we determined that the following points are important for achieving consensus between mother and teacher: (1) teacher's empathetic acceptance of mother's anxiety, and (2) child-centered development of a support plan. To make this possible, (1) the teacher should have time to spare, and (2) both the teacher and mother should put aside their burdens and negative emotion for a while. These educational conditions should be established as early as possible.