Teacher Needs and Relevant Factors for Teaching Jiritsu-Katsudo in Special Needs Schools for Children with Physical Disabilities

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  • Utsumi Yukari
    Graduate School of Comprehensive Human Sciences, University of Tsukuba
  • Ando Takao
    Faculty of Human Sciences, University of Tsukuba

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  • Teacher Needs and Relevant Factors for Teaching <i>Jiritsu-Katsudo</i> in Special Needs Schools for Children with Physical Disabilities

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<p>In this study, teacher requirements for Jiritsu-Katsudo instruction in special needs schools for children with physical disabilities were explored. Furthermore, fundamental data to contribute to the professional development of teachers were obtained. In Study 1, the structure of Jiritsu-Katsudo teaching needs was investigated. The causal model that affects these needs was explored in Study 2. The results revealed three influential factors, namely, medical understanding, approaches for designing individual teaching plans, and understanding Jiritsu-Katsudo philosophy. The factors affecting teachers’ needs were examined using path analysis. The independent variables included the number of years of teaching experience in special needs schools and teacher collaboration. Teacher collaboration was closely connected to teacher needs. In particular, teacher collaboration in teaching Jiritsu-Katsudo affected all teacher needs factors, thus indicating that, when faced with uncertainty, teacher collaboration is important when teaching children with widely varying needs. It was further clarified that teachers require professional guidance on collaboration. Furthermore, inexperienced teachers have a greater need for approaches to design individual teaching plans.</p>

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