Facilitating Nursery School Teachers and School Teachers to Take the Initiative in Solving Problems in Special Needs Education: A Practical Study of School Consultation Techniques.
Project/Area Number |
25381316
|
Research Category |
Grant-in-Aid for Scientific Research (C)
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Allocation Type | Multi-year Fund |
Section | 一般 |
Research Field |
Special needs education
|
Research Institution | Saitama Prefectural University |
Principal Investigator |
MORI masaki 埼玉県立大学, 保健医療福祉学部, 准教授 (80599655)
|
Project Period (FY) |
2013-04-01 – 2016-03-31
|
Project Status |
Completed (Fiscal Year 2015)
|
Budget Amount *help |
¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2015: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2014: ¥130,000 (Direct Cost: ¥100,000、Indirect Cost: ¥30,000)
Fiscal Year 2013: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
|
Keywords | 特別支援教育 / 巡回相談 / 学校コンサルテーション / コンサルテーション / 発達障害 / 特別支援教育巡回相談 / 保育コンサルテーション / カンファレンス |
Outline of Final Research Achievements |
Nursery school teachers and school teachers face various problems related to children with special educational needs. I provided visiting consultation in order to facilitate teachers to solve those problems in a spontaneous and independent manner. Examples of support for school children with developmental disorders etc. in ordinary classrooms of elementary and junior high schools were collected. Qualitative inductive analysis was conducted based on class observation records. In addition, the influence of visiting consultation on teachers’ practice and its limitations were discussed. Based on these, concerning the desirable state of consultation to promote and develop teachers’ subjective practice in Special Needs Education, I propose the reconstruction of empirical knowledge of educational settings into a support hypothesis.
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Report
(4 results)
Research Products
(5 results)