Effects of Consultation Regarding “Children with Special Support Needs” on Team Support and Activities of Nursery Teachers

Abstract

This study focused on consultation to the nursery teaches regarding those children with special support needs for development, who have not been diagnosed with disorders. It was hypothesized that the teachers' experience of being consulted would facilitate team support in nursery schools, as mediator of teachers' activities. To examine this hypothesis questionnaires were conducted to 182 teachers from 65 schools. The factor analysis showed three factors about activity by nursery teachers, and two factors about positive influence of team support. Next, we conducted structural equation modeling that showed indirect effect between activity of nursery teachers and positive influence of team support. We concluded that consultation of nursery school had good effect to help for children with special support needs for development.