2021 Volume 20 Issue 2 Pages 139-157
The present study examined how functions of a coordination committee for children with additional needs may influence teachers’ psycho-educational support for students. Focus was on teachers’ attitudes toward psycho-educational services in junior high schools in Japan. Four questionnaires on a) coordination committee functions, b) teachers’ attitudes towards psycho-educational services as team work, c) teachers’ attitudes toward psycho-educational services as shared responsibility, and d) teachers’ psycho-educational support, were administered to 432 teachers. Results showed that three of the four functions of the coordination committee had positive effects on both teachers’ attitudes toward support services. The results suggested that, through the coordination committee, teachers might improve their services not only for certain students with additional needs such as bullying, non-attendance, and developmental disabilities, but also for all students with preventive needs.
