Abstract
In Japan, we aim at promoting the Inclusive Education. The purpose of this study was to examine the facilitative
means for building up the relationships in the class of a standard public school which includes some pupils with special needs. The target class was a class of third graders at an elementary school with special needs who exhibit aggressive behavior. We conducted SGE (Structured Group Encounter) based on an assessment of the class condition shared with the homeroom teacher. As a result, the examination of Satisfaction with School Life Scale showed the increase of “feeling of acceptance” score and the decrease of “feeling of victimization” score. Also, the examination of School Morale Scale showed the increase of “social motivation” score and “classroom climate” score. These results suggested that conducting SGE based on an assessment of the class condition shared with a homeroom teacher would improve the relationships of the children in a standard public school class having some pupils with special needs.
