2019 年 16 巻 1 号 p. 47-57
I conducted a nationwide survey to inquire about the skills needed for sufficient performance of Special
Needs Coordinators in Japanese Public High Schools. As a result of statistical analysis, it is shown that the
required 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.