Structure of Elementary and Junior High School Teachers' Consciousness Regarding Special Needs Education in Regular Classrooms

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  • 通常学級での特別支援教育に対する小・中学校の担任教師の意識構造とその影響要因
  • ツウジョウ ガッキュウ デ ノ トクベツ シエン キョウイク ニ タイスル ショウ チュウガッコウ ノ タンニン キョウシ ノ イシキ コウゾウ ト ソノ エイキョウ ヨウイン

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Abstract

The present study examined elementary and junior high school homeroom teachers' consciousness of special needs education in regular classrooms, as well as factors that may influence the structure of their consciousness. Elementary and junior high school teachers (N=615) completed a questionnaire. Factor analysis of the questionnaire data was used to clarify the structure of the teachers' consciousness regarding special needs education and to identify influential variables. The following 3 factors were extracted: "understanding and ability to provide special needs education", "evaluation of interest in special needs education and teaching staff's need to learn", and "concerns about handling guardians and interventions in regular classrooms". The extent of special needs education experience, acquisition of a license or course credits at a university, and experience as a regular class homeroom teacher for young students requiring special educational support were found to be have a positive influence on "understanding and ability to provide special needs education" and "evaluation of interest in special needs education and teaching staff's need to learn". These findings suggest that the extent of the teachers' training may have produced the observed differences in "concerns about handling guardians and interventions in regular classrooms".

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