特別支援学校（知的障害）の教員に、コミュニケーション指導について質問紙法による意識調査を行った。その結果、特別支援学校教諭免許の有無、所属する学部、教育経験のある障害種などの差異に応じた意識の違いがあることが明らかになった。また、因子分析により、「コミュニケーション指導のスキルと知識」「新しいコミュニケーション指導法への意欲・関心」「参加につながるコミュニケーション指導の目標」「コミュニケーション指導への組織的な取り組み」の4つの因子が抽出された。さらに、共分散構造分析により因子間の因果関係について分析したところ、「組織的な取り組み」と「意欲・関心」が「スキルと知識」に、「スキルと知識」は「参加につながる目標」に影響していることが明らかとなった。

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The purpose of the present study was to reveal relationship of Tokyo metropolitan special needs education schools’ coordination with public elementary schools and junior high schools. The Tokyo metropolitan Special Needs Education School in Chofu city promotes special needs education in line with the strategic program of Tokyo for the special education. As an indication of their progress, there have been developments of educational consultation about conducting, training seminars, formulating common understanding regarding with formalities of exchange activities “Fukuseki koryu”, and increasing consultations for school attendance. As the practice task, the number of students with special needs who would like to participate in exchange activity with elementary school and junior high school remain at the same revel. The Area Network has a means to help to cope with this problem. The most important factor for elementary schools and junior high schools to encourage independent-minded exchange activity “Fukuseki koryu” is to let them report activity account records by themselves. And they have to research into the result of exchange activities.

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