Journal of Special Education Research
Online ISSN : 2188-4838
Print ISSN : 2187-5014
ISSN-L : 2187-5014
最新号
選択された号の論文の3件中1~3を表示しています
Original Articles
  • Chie Miyadera
    2021 年 10 巻 1 号 p. 1-10
    発行日: 2021/08/31
    公開日: 2022/03/01
    ジャーナル フリー

    Teachers’ beliefs influence their practices. Furthermore, their pedagogical beliefs play a crucial role in shaping their teaching practices. Furthermore, teachers’ beliefs have a significant effect on students’ learning, especially literacy learning. Accordingly, in this study, teachers’ beliefs about literacy teaching for elementary school students were examined from the perspective of special needs education. The purpose of the study was to develop the Literacy Belief Scale to measure Japanese elementary school teachers’ beliefs about literacy instruction in general education classes. The participants, who included 179 Japanese elementary school teachers with a range of teaching experience across both general and special education classes, completed a questionnaire. Factor analysis was performed and three belief dimensions regarding literacy in general education classes were extracted. The results revealed that teachers’ beliefs toward pedagogical approaches are dependent on individual practice and experience.

Brief Note
  • Takuji Inagaki
    2021 年 10 巻 1 号 p. 11-18
    発行日: 2021/08/31
    公開日: 2022/03/01
    ジャーナル フリー

    Students in special needs education schools with a record of non-attendance may suffer significant mental problems. The salivary alpha-amylase (sAA) levels of such students were measured to evaluate their autonomic nervous system (ANS) function because sAA levels are known to rise as psychological stress is exacerbated. Furthermore, the relationship between psychological anxiety and ANS function (sAA levels) among school students with social anxiety disorder (SAD) or autism spectrum disorder (ASD) with a record of school non-attendance was examined. The subjects included junior high school students with SAD (n=33) or ASD (n=17) and age-matched healthy controls (n=69). We assessed the subjects’ sAA levels and State-Trait Anxiety Index (STAI) scores to evaluate their psychiatric states. The sAA levels of the SAD and ASD groups were significantly higher than those of the control group. Both the SAD and ASD groups exhibited significantly higher STAI scores than the control group. The results revealed that junior high school students with SAD or ASD exhibit high levels of sAA and anxiety symptoms. Because sAA measurements can be obtained easily and quickly, they may be beneficial for evaluating the psychological stress of school students in special needs education with a record of school non-attendance.

Practical Research
feedback
Top