Abstract
The purpose of this study was to examine irrational beliefs of high school teachers involved in special needs education, and to see how their beliefs differed according to averaged level of student proficiency in their schools (i.e. 3 school types, namely “advanced” “intermediate” and “basic” levels). Participants of a survey called Resistance Against Exceptional Handling were 190 public high school teachers (M:141, F:49) in A-prefecture. The survey used is a subscale of Irrational Belief about Special Needs Education (Miyaki, 2015). The survey results showed that teachers in the “basic” school type scored significantly higher than those in “intermediate” and “advanced” school types. This difference on the teacher belief about exceptional handling implies that individually targeted instructions should be understood and practiced more among teachers of the “basic” school type.
