Abstract
The purpose of this study was to clarify the attitudes of 28 elementary school teachers who had been in charge of special needs classes, guidance through special classes, and regular classes regarding the use of psychological tests in the assessment and support of children with disabilities. The results showed that although there was a tendency for many teachers to consider the use of psychological tests are meaningful, but teachers were not confident in their use. In addition, there are many people who think that it is important for teachers to identify the training related to psychological tests based on objective understanding and results. However, if teachers are not confident in utilizing psychological tests, they are not able to state the specific reasons for the necessity of training, and the utilization of psychological tests is considered to be a peripheral task, and there is a possibility that teachers are too busy to afford it. Based on the above results, we proposed two future issues; first, to report concretely the practice of the assessment by the psychological test in the school field and second, to cultivate self-confidence by increasing the number of teachers who can utilize psychological tests based on the first perspective.
