盲学校における職場包摂性の向上を目指した校内研修の効果測定

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  • Measuring the effectiveness of in-school training to improve workplace inclusion in schools for the blind
  • モウ ガッコウ ニ オケル ショクバ ホウセツセイ ノ コウジョウ オ メザシタ コウ ナイ ケンシュウ ノ コウカ ソクテイ

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This study examined the effectiveness of an in-school training programme designed to increase the workplace inclusion of teachers working in schools for the blind. Specifically, the study examined whether a sense of belonging and uniqueness improved as a result of participation in the training. In the programme, visually notimpaired teachers wear an eye mask, so that they could understand the inconvenience stem from visual impairment. Twenty-three teachers without visual impairment and five teachers with visual impairment participated in the training. The Work Group Inclusion Measure developed by Chung et al(2020)was used to measure effectiveness of the training. Pre-post comparisons of the training showed that scores on the sense of belonging factor increased in teachers without visual impairment. On the other hand, scores on the sense of belonging factor did not increase for teachers with visual impairments. The scores on the uniqueness factor did not change between before and after training in both sample groups. The open-ended questions on the training revealed that teachers without visual impairments had learned certain lessons, such as the ’sense of direction’ first of all being deprived of their sight. The visually impaired teachers gave statements indicating that they felt a sense of efficacy in cooperative work, such as ’I can be fully engaged in the work if I am given an overview of the whole task and an explanation of the situation’. On the other hand, it became clear that certain improvements were needed to increase the effectiveness of the training.

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