[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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This study examines the enrollment status of students who require special support, as well as understands the reality of the organizational support system in 242 correspondence high schools nationwide. According to the results of the questionnaire survey conducted among school nurses or persons in charge of student health problems, 72 schools, 29.8%, had enrolled at least 2% of students with special needs due to developmental disabilities, mental health, or physical health. The results also noted that the organizational support system of the school, including the staffing of full-time school nurses; special support educational coordinators; and medical, psychological and welfare professionals was also an issue. We point out that in correspondence high schools, where opportunities for face to face teaching with students are limited, it is more important to improve expertise through teacher training, and to collaborate closely with medial and welfare specialists.

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This study analyzed recent trends in training for parents of children with developmental disorders in Japan. In recent years, there has been an increase in the use of a group format for such trainings, and the objective ratings of both parents and children have increased. The implementation and diffusion in the community of the shortened version were increasing; it was also found that the parent training program should be designed and implemented according to the needs of the children and their parents. The factor of family members should be considered; follow-up sessions and implementation over a period are required; and social validity should be assessed and evaluated. In addition, the factors of effectiveness should be examined. Moreover, it is possible that some studies and practices conducted did not meet the selection criteria of this study, and it is thus necessary to consider increasing the number of articles to be analyzed.

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This study examined the contents of effective leadership training, in which a special support education coordinator(trainee) works with an untrained teacher to develop behavior support plans for children with developmental disabilities. The training included a lecture on the theory, method of functional assessment, and a method of studying with a teacher. The trainees developed behavior support plans in pairs with the classroom teachers. Training was introduced to two groups(8 pairs each)at different times, and the training effect was repeatedly analyzed. The results showed that training improved the information gathering and planning of trainees, which had not improved earlier. Although the quality of the behavior support plan was maintained even with non-trained teachers, there were cases where it was insufficient, and behavior change was observed in all target children with the validated behavior support plans. The results suggest that practical learning for trainees together with their classroom teachers, and confirming the quality of plans, are important for leadership training.

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