Stress-Generating Processes of Mainstream Junior High School Teachers in Charge of Students with Autistic Tendencies

Abstract

[Purpose]

  Since the Salamanca Declaration of 1994, discussions on inclusive education that includes students with diverse educational needs in mainstream classes have been noted in various countries. In Japan, special support education has been initiated and appropriate guidance and support have been provided for students with developmental disabilities. However, reports have documented difficulties and stress associated with teaching such students. In particular, teachers are anticipated to experience stress due to teaching students with Autism Spectrum Disorder (ASD), and clarification of their support and psychological processes is required. Accordingly, this study sought to clarify the process of stress among mainstream junior high school teachers who teach students with developmental disabilities students, particularly autistic tendencies.

[Methods]

  Semi-structured interviews were conducted with four teachers of students with autistic tendencies in a mainstream junior high school classroom. Qualitative analysis was performed using M-GTA.

[Results]

  The analysis revealed seven categories generated from 23 concepts. The stress experienced by the aforementioned teachers was found to be caused by three processes: i) time pressure due to careful handling of the characteristics, ii) difficulties in the regular classroom due to support and individualized support regardless of the presence or absence of disabilities, iii) and difficulties due to ASD characteristics.

[Discussion/Conclusion]

  System design for regular classroom teachers to receive advice and support for special support education on a daily basis, expansion of consultation in mainstream classrooms, and training in stress management skills for teachers are required.