Abstract
The objective of this study is to clarify the guidance behaviors of homeroom teachers who can manage to develop “inclusive classrooms,” defined as well-running classrooms particularly adapting children with suspected or diagnosed as developmental disabilities, in regular elementary school classrooms. A continuous interview survey was conducted with three teachers who developed inclusive classrooms, and the data were classified and organized using the KJ method. As a result, it was revealed that the guidance behaviors of homeroom teachers who can develop inclusive classrooms (hereafter referred to as [the inclusive guidance behaviors]) includes five functions: (1) Assessment; (2) Maintenance; (3) Performance; (4) Advocacy; and (5) Request. Moreover, as a distinctive and central function of the guidance behaviors for inclusive classrooms, the analysis identified a role of the teacher as an advocate and interpreter (advocacy function) in developing a relationship between children with special needs and their classmates with normal development.
