An Action Research on Promoting Collaboration through “Collaborative Assessment” and“5-Minute Meetings” for Homeroom Teachers of a Special Needs Education School forChildren with Intellectual Disabilities

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  • MIYANO Yuta
    Special Needs Education School, Faculty of Education, Yokohama National University Graduate School of ComprehensiveHuman Sciences, University of Tsukuba

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  • 知的障害特別支援学校の担任を対象にした「協働アセスメント」と「5分間ミーティング」による協働促進に関するアクションリサーチ
  • チテキ ショウガイ トクベツ シエン ガッコウ ノ タンニン オ タイショウ ニ シタ 「 キョウドウアセスメント 」 ト 「 5フンカン ミーティング 」 ニ ヨル キョウドウソクシン ニ カンスル アクションリサーチ

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Abstract

<p>The purpose of this study was to promote collaboration among homeroom teaches in special needs education schools for children with intellectual disabilities. We conducted two programs. One program was "collaborative assessment" in which teachers confirmed differences in their understanding of the target child, other was "5-minute meetings" in which homeroom teachers briefly discussed the target child after school. We examined the effectiveness and issues of two programs from a practical perspective. Action research was used as the research method. The participating school was a special needs education school with 28 classes, mainly for children with intellectual disabilities. One collaborative assessment and 13 5-minute meetings were conducted during the study period. The results of the questionnaire administered to teachers suggested that the collaborative assessment helped homeroom teachers better understand the target child, and that the 5-minute meetings positively impacted on the target child’s growth, the homeroom teachers' team teaching, and the lessons given by homeroom teacher teams.</p>

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