2018 Volume 18 Issue 1 Pages 15-28
The effects of the “central function type consultation” offered by special needs education schools were examined by analyzing cases of consultation with homeroom teachers of special needs education classes in elementary schools using the Trajectory Equifinality Modeling (TEM) diagram. Focusing on effective interventions as well as problems in cases for which resolutions had not been reached, the benefits and limitations of consultation by special needs schools were discusses. A benefit of consultations offered by teachers of special needs schools is that consultations are conducted with a focus on classroom situations by teachers with expertise in special needs education. On the other hand, a limitation is the structural problems caused by the system in which those conducting the consultations are teachers teaching their own classes in special needs schools concurrently with the consultation work. This system makes emergency support difficult. On the basis of effective support and issues identified in these cases, and considering the benefits and limitations, consultations offered by special needs schools are given the name “central function type consultations” to distinguish them from consultations conducted by other professionals such as psychologists. Four characteristics of effective support pertaining to the central function type consultations are (a) consultation with considerations on classroom situations; (b) continuous support from a professional standpoint; (c) psychological support for consultees; and (d) intervention for school functions as a whole. The effectiveness of case study using TEM diagram was demonstrated. Furthermore, the systematization of training in order to improve the quality of staff responsible for the special needs schools to function as a local center was discussed.