書誌事項
- タイトル別名
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- Internal Coordination by a Special Educational Needs Coordinator in an Elementary School
- ショウガッコウ ノ トクベツ シエン キョウイク コーディネーター ニ オケル ナイテキ チョウセイ キノウ ニ カンスル ケンキュウ
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The role of special educational needs coordinators is to construct a school support system for students with special educational needs. The present study examined the contents of internal coordination done by an elementary school special educational needs coordinator from the point of view of a grounded theory approach, using a structure-construction qualitative research method. Internal coordination refers to the process of self-regulation by a coordinator. The participant was an elementary school teacher who had been appointed as a special educational needs coordinator. His words and actions as coordinator during approximately 1 year were analyzed and categorized as either (a) the agent for control, or (b) an expression of intention with flexibility. Which of these 2 kinds of coordination he used depended on whom he was dealing with. In coordination with a main teacher who was expected to support a child with special needs, the coordinator showed continuity in judgment as to when to lead the teacher to set out a specific proposal, and when not to provide advice. Dealing with children's parents, the coordinator decided whether to accept their anxiety and, simultaneously, to indicate support. In addition, the coordinator monitored his own accumulating experience cyclically. It appears that such internal coordination constructed with his concept of each category allowed him to conduct external and practical coordination.
収録刊行物
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- 特殊教育学研究
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特殊教育学研究 49 (1), 21-29, 2011
一般社団法人 日本特殊教育学会
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詳細情報 詳細情報について
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- CRID
- 1390001204654059264
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- NII論文ID
- 130002151394
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- NII書誌ID
- AN00172513
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- ISSN
- 21865132
- 03873374
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- NDL書誌ID
- 11176813
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- データソース種別
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- JaLC
- NDL
- Crossref
- CiNii Articles
- KAKEN
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- 抄録ライセンスフラグ
- 使用不可