Abstract
This study raises the following goal-setting issues when providing guidance for art courses to children with multiple disabilities: (1) creating indexes that consider disability characteristics and clarifying the procedure to establish these goals, and (2) creating a cooperation system between the MT (Main-teacher) and ST (Sub-teacher). A rubric-based class design sheet aimed at resolving these issues is then developed.
A qualitative analysis of guidance records along with MT and ST discussions resulted in the following factors that indicated the effectiveness of utilizing this sheet for both issues: (1) the sheet creates a rubric unique to the learning group, and visually indicates the guidance objectives and measures taken to set goals that originate from this rubric; and (2) by elucidating the objectives of the art course to the ST and raising their awareness regarding participation in the guidance, the ST can contribute unique information as a homeroom teacher.
