Focus group interview with nursery school teachers about “individualized teaching plan” for children with special needs

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  • 障害のある子どもの「個別の指導計画」に関する保育者を対象としたフォーカス・グループ・インタビュー
  • ショウガイ ノ アル コドモ ノ 「 コベツ ノ シドウ ケイカク 」 ニ カンスル ホイクシャ オ タイショウ ト シタ フォーカス ・ グループ ・ インタビュー

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Abstract

This study investigated nursery school teachers’ thought about creating and carrying out the “individualized teaching plan” for children with special needs in inclusive educational settings. Five teachers participated in the focus group interview of special needs education. The results showed two findings. First, teachers made educational aims and individualized teaching plans by respecting and regarding the special needs child as a member of the classmate in inclusive settings. Second, teachers spend a long time to create individualized teaching plans because of the importance to keep track of the special needs children’s development for understanding children and practicing inclusive education. So, teachers thought that the “individualized teaching plan” is a useful tool to understand and sharing information with colleges about children with special needs. However, it is difficult for teachers to share the plans and information about special needs children because they are busy to handle daily tasks in their nursery schools. These findings suggested that teachers need to 2 changes to use “individualized teaching plan” effectively: (1) Reorganizing working environments for many teachers to be able to participate in the process of creating individualized teaching plans for children with special needs. (2) Developing teachers’ mindsets and practices for children to be able to carry out the plans in their inclusive educational settings reasonably.

Journal

  • 子ども発達臨床研究

    子ども発達臨床研究 13 23-33, 2019-03-25

    Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University

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