Career Transition Teachers' Perplexion at Special Needs Schools for Intellectual Disabilities : From Analysis of Free Writing Texts about Teacher Support Systems,Effective Instruction Methods for School-to-Work Transition.

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  • 特別支援学校（知的障害）高等部進路指導担当教員の就労移行支援に対する困り感 －指導法及び教員支援に関する自由記述から－
  • トクベツ シエン ガッコウ(チテキ ショウガイ)コウトウブ シンロ シドウ タントウ キョウイン ノ シュウロウ イコウ シエン ニ タイスル コマリ カン : シドウホウ オヨビ キョウイン シエン ニ カンスル ジユウ キジュツ カラ

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The aim of this study was to investigate teachers’ perplexion for clarifies the issue of Vocational transition services for students with intellectual disabilities. A questionnaire was sent to a total of 1,072 transition teachers belong to 536 special needs school for intellectual disabilities, for collecting free writing texts about perplexion that transition teacher were feeling when they support school-to-work transition with students. These data were using qualitative analysis. As the result, free writing texts were categorized as follows;（1）career development of students for transition goals,（2）collaboration with parents for success of school-to-work transition,（3）use assessment tool and instructional methods for career development for students more effectively,（4）lack of supporting systems for transition teachers within special needs schools, and（5） deficient environment as the job-site-training for students with disabilities.

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  • Research bulletin

    Research bulletin 60・61 111-128, 2014-02-28

    高松大学・高松短期大学

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