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Hokkaido University Collection of Scholarly and Academic Papers >
Institute for the Advancement of Higher Education >
高等教育ジャーナル = Journal of Higher Education and Lifelong Learning >
第18号 >
大学教員が捉える特別な教育ニーズをもつ学生に関する予備的調査研究
| Title: | 大学教員が捉える特別な教育ニーズをもつ学生に関する予備的調査研究 |
| Other Titles: | Exploratory Research on College Teachers’ Experiences with Students having Special Educational Needs |
| Authors: | 松田, 康子1 Browse this author →KAKEN DB | | 久蔵, 孝幸2 Browse this author | | 川俣, 智路3 Browse this author | | 福間, 麻紀4 Browse this author →KAKEN DB | | 内田, 雅志5 Browse this author | | 田中, 康雄6 Browse this author →KAKEN DB |
| Authors(alt): | Matsuda, Yasuko1 | | Hisakura, Takayuki2 | | Kawamata, Tomomichi3 | | Fukuma, Maki4 | | Uchida, Masashi5 | | Tanaka, Yasuo6 |
| Issue Date: | Jan-2011 |
| Publisher: | 北海道大学高等教育機能開発総合センター |
| Journal Title: | 高等教育ジャーナル : 高等教育と生涯学習 |
| Journal Title(alt): | Journal of Higher Education and Lifelong Learning |
| Volume: | 18 |
| Start Page: | 141 |
| End Page: | 154 |
| Abstract: | This study discusses support for students with psychiatric disabilities and developmental disabilities as a primary challenge in education. The purpose of this study was to show the actual conditions of support and teachers’ awareness about students with educational diffi culties. This study explored assignments and the potentiality of support for students with disabilities. This study method was a questionnaire survey to college teachers. The results indicated each ratio fallen into students with educational diffi culties on the number of students in a classroom group, lecture’s group and supervised’s group. Answers to open-ended questions were analyzed using Trach’s categories of (1997) natural support. College teachers indicated that 10%-20% of students had educational diffi culties. In a group with over 10 years of educational experience and classroom teachers who likely had the most contact opportunities with students supervised’s group ratio of teachers’ awareness about students with educational diffi culties had increased from lecture’s group ratio. College teachers indicated that 6% of students had disabilities and educational diffi culties. Answers to open-ended questions about coping with educational diffi culties suggested that the starting point was “the awareness of teachers” about educational responsibility. This does not involve any special or technical skills, but rather guidance, caring and accommodation. |
| Type: | bulletin (article) |
| URI: | http://hdl.handle.net/2115/56766 |
| Appears in Collections: | 高等教育ジャーナル = Journal of Higher Education and Lifelong Learning > 第18号
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