The Process of Recognition Change about the School Library through the View of 19 School Staff Members Who are Involved in Students with SEN : Through Analysis Using a Modified Grounded Theory Approach

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  • 特別な教育的ニーズをもつ児童生徒に関わる学校職員の図書館に対する認識の変化のプロセス : 修正版グラウンデッド・セオリー・アプローチによる分析を通して
  • トクベツナ キョウイクテキ ニーズ オ モツ ジドウ セイト ニ カカワル ガッコウ ショクイン ノ トショカン ニ タイスル ニンシキ ノ ヘンカ ノ プロセス シュウセイバン グラウンデッド セオリー アプローチ ニ ヨル ブンセキ オ トオシテ

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Abstract

This study aimed to elicit the 19 school staff's recognition change and factors involving the school library through using a Modified Grounded Theory Approach. This time I interviewed school staff members including school nurse teachers, school counselors and special educational coordinators who do not evaluate students' academic achievement level in elementary and junior high school. As a result, it was identified that 19 school staff at the beginning regarded school libraries as the place only their information needs were met. However, they changed their impression about the role of school library was modified through a library visit with students with SEN, as a place that provided: materials/information resources, a place where students can be comfortable, and a place to connect to society. These understandings are based on 19 school staff recognition of school librarians as materials specialists, communicating with students naturally, and considering students' growth. Based on these things we propose of school library's special support for students with SEN three special supports were suggested as follows: providing suitable materials which consider students' situation, supporting students' self-affirmation by sympathetic understanding, and encouraging students' socialization.

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