著者

矢野 夏樹 金 彦志 濱 なつみ 小原 愛子

出版者

一般社団法人 Asian Society of Human Services

雑誌

トータルリハビリテーションリサーチ

巻号頁・発行日

vol.4, pp.87-96, 2017

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Background; Previous studies have indicated factors that affect the educational outcomes of special needs education; "Length of teaching for special needs class", "Whether to have special teaching certificate", "Grade" and "Types of disability". But each influence factors were not concretely analyzed. Object; This study aimed to analyze about factor affecting educational assessment in curriculum of special needs school for physical disable. Method; Survey data were collected in a longitudinal prospective cohort study. Survey data collected from 49 classes on the independent activities of daily living in special needs school for physical disable between June and July 2015. Statistical analysis used t -test and One-way ANOVA. Results; Results of t -test, the significant difference not confirmed between those who have licenses of teacher of special needs education and those who do not. And, results of t -test, the significant difference confirmed between more than 13 years of experience and less than 13 years of experience. Discussion; In this study, it suggested that "length of teaching for special needs class" is a more important factor affecting educational assessment than" Whether to have special teaching certificate".

著者

照喜名 聖実 田中 敦士 細川 徹

出版者

一般社団法人 Asian Society of Human Services

雑誌

トータルリハビリテーションリサーチ

巻号頁・発行日

vol.4, pp.61-86, 2017

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In Japan, the declining birthrate and aging population is serious, and the consolidation and elimination of small-scale schools are proceeding in depopulated area. As inclusive education is being promoted, we believe that clarifying the superiority of inclusive education at small-scale schools will maximize the merits of small-scale schools. In this study, we compared Inclusive Education Assessment of small-scale schools with appropriate-scale schools on points of view of amount and quality. From January to March 2016, we conducted a questionnaire survey to 17 special support education coordinators working at elementary and junior high schools in the Yaeyama area. Small-scale school's score was higher than appropriate-scale schools on "Security of rights" and "Improvement of curriculum". With respect to the average point comparison of each item, the small-scale schools for all items were comparable or higher than that for the appropriate-scale schools. There were qualitative differences in practice between small-scale schools and appropriate-scale schools on grounds of practical cases. We clarified Inclusive Education Assessment of small scale schools was better than appropriate scale schools. Additionally, we clarified high level educational activity was practiced in small-scale schools. We hope that this study will be an opportunity to maximize the merit of small-scale schools all around the country.