抄録
This study aims to clarify the substance and limitations of educational activities aimed at “response to individual students” through participant observation and interviews with teachers at a full-time general education school, specifically a high-needs high school. Previous research has analyzed educational activities at high-needs high schools through the lenses of “standardization” and “response to individual students,” perceiving these aspects as inherently conflicting. The dilemma arising from these two aspects remains inadequately addressed, and the sub- stance and limitations of “response to individual students” have not been fully explored. The analysis revealed that at the case school, educational activities were practiced through “rule-setting to facilitate individual responses to students.” These educational activities exhibited a duality: one aimed at preventing school dropouts and the other at preparing students for further education or employment. However, in high-needs high schools, the former took priority, and the latter was relegated to the background, revealing its limitations. The findings of this study suggest the need to consider systems and a sufficient allocation of teachers with current conditions to support the dual goals of ensuring school attendance and facilitating transitions to further education or employment. Keywords: high-needs high school, standardization, response to individual students, the dilemma, ethnography
