抄録
he aim of this research is to clarify the actual condition of additional support needs (ASN) and how teachers recognize ASN and conduct practice for supporting pupils with ASN. As a result of the conclusion of the Salamanca statement which aims to include all pupils in main-stream classes and the Convention on the Rights of Persons with Disabilities, establishing inclu-sive educational systems has become a trend throughout the world. However, there is no clear definition of inclusive education and each country constructs its inclusive educational system depending on their historical and cultural backgrounds. In Scotland, the government has pro-moted mainstreaming as inclusive education, which makes all pupils go to mainstream schools regardless of special educational needs, since the parliament was founded. By the promotion, the number of pupils in special schools are decreasing and previous research deal with Scottish case as good practice of inclusive education. Although previous research says ASN is recog-nized as a base of inclusive education in Scotland, it lacks the perspective of how teachers rec-ognized ASN and make inclusive practices for pupils with ASN. In this research, we reviewed government’s documents about inclusive education and ASN, and observed two primary schools. The reason why we choose two schools is that terms of ed-ucational needs is affected by each school’s backgrounds such as free school meals; then we choose symmetrized two primary school from economical backgrounds. As a result of surveys, not only the number of pupils with ASN, but also that of other kind of needs is increasing ; young career, family backgrounds as well as disability, immigrants and de-velopmental disorder and so on. In addition to that situation, most of pupils with ASN are learning in mainstream classes. In our observation, teachers also recognized the terms of ASN, however they thought that ASN is not enough for understanding all pupils’ needs. Therefore, teachers assess all pupils whether they are able to learn in class effectively and they capture pupils needs by not only the term of ASN but also their assessment. In conclusion, ASN let teachers know the difference among pupils in class and teachers notice pupils’ needs which “may” need additional support for learning. For future research, we need to explore teachers’ support for inclusion, and how do teachers think about dilemma of differ-ences, which is strengthened by expanding teachers’ support for pupils with ASN.
