- 著者
- 佐野 博己
- 出版者
- 日本国際情報学会
- 雑誌
- 国際情報研究 (ISSN:18842178)
- 巻号頁・発行日
- vol.18, no.1, pp.9-20, 2021-12-25 (Released:2021-12-25)
- 参考文献数
- 36
The aim of this study is to clarify the process of development and expansion of the High School Division of public special needs schools in Hokkaido. In this study, this process was divided into five periods: "creation period", "expand period", "development stage I", "development stage II", and "fulfillment period".A system called "Hokkaido method" was confirmed during the "expand period". In this system, people with mild disabilities are given educational opportunities, while people with severe disabilities are housed in colonies. This system was born from the characteristics of Hokkaido, such as "having a vast administrative area" and "low population density". This system was dismantled by expanding upper secondary education for children with disabilities in "development stage I" and "development stage II".This example shows that the education policy for upper secondary education for children with disabilities was established through coordination between national policy and regional reality.
- 著者
- 佐野 博己
- 出版者
- 日本国際情報学会
- 雑誌
- 国際情報研究 (ISSN:18842178)
- 巻号頁・発行日
- vol.16, no.1, pp.47-57, 2019-12-24 (Released:2019-12-24)
- 参考文献数
- 9
I conducted a nationwide survey to inquire about the skills needed for sufficient performance of SpecialNeeds Coordinators in Japanese Public High Schools. As a result of statistical analysis, it is shown that therequired skills of sufficient coordinators are composed of four abilities: the ability to collaborate with others, the ability to lead others, the ability to support others, and the ability to plan. It became clear, however, that most coordinators lacked confidence in their proficiency with these four abilities, which require specialized knowledge. In particular, coordinators lacked the ability to plan, especially in creating two crucial documents called the “Individual Instruction Plan”, and the “Individual Educational Support Plan”. Additionally, incompetent planning abilities negatively affect the proficiency of the three other abilities. Coordinators need to improve on their ability to plan to improve the other three skills as well.The “Individual Instruction Plan” and the “Individual Educational Support Plan” are both documents that form the basis of reasonable considerations for students by schools. The Ministry of Education, Culture, Sports, Science and Technology is calling not only to create a plan, but also to implement, evaluate, and improve the planning process. However, many high schools are failing to reach this outcome, and improvements in this process are shown to develop.