本報告は、通級指導教室担当教員を対象としたオンラインによるオンデマンド型講義研修とOJT事例検討の効果と課題を検討した。講義研修では、受講後のアンケートの回答内容を分析した。事例検討では、各受講生が担当児童生徒1 名について作成した「個別の指導計画」について、受講生・大学教員・指導主事が討議した記録と「個別の指導計画」の修正状況、受講生のまとめの報告を用いて分析を行った。その結果、講義研修では、受講生は

I conducted a nationwide survey to inquire about the skills needed for sufficient performance of Special

Needs Coordinators in Japanese Public High Schools. As a result of statistical analysis, it is shown that the

required skills of sufficient coordinators are composed of four abilities: the ability to collaborate with others, the ability to lead others, the ability to support others, and the ability to plan. It became clear, however, that most coordinators lacked confidence in their proficiency with these four abilities, which require specialized knowledge. In particular, coordinators lacked the ability to plan, especially in creating two crucial documents called the “Individual Instruction Plan”, and the “Individual Educational Support Plan”. Additionally, incompetent planning abilities negatively affect the proficiency of the three other abilities. Coordinators need to improve on their ability to plan to improve the other three skills as well.

The “Individual Instruction Plan” and the “Individual Educational Support Plan” are both documents that form the basis of reasonable considerations for students by schools. The Ministry of Education, Culture, Sports, Science and Technology is calling not only to create a plan, but also to implement, evaluate, and improve the planning process. However, many high schools are failing to reach this outcome, and improvements in this process are shown to develop.

I performed a questionnaire survey in a certain prefecture to investigate the actual situation of special support education coordinators in high schools in Japan. This article is written using the analysis of this questionnaire survey.

Most high schools in Japan appoint coordinators. However, the problem is that many coordinators are changed in a short term. The administrators emphasize fitness rather than specialty as the basis for appointing a coordinator. In addition, nearly 40% of all the administrators include an interest in and the will to work for special support education among their standards for appointing a coordinator. There are, however, very few administrators mentioning leadership. Judging from the result of this survey, it appears that coordinators are expected to improve their specialty through the training after becoming a coordinator, because there is a shortage of teachers having a specialty and leadership as well.

Because of their insufficient mastery of a specialty, many coordinators are not trusted by the other teachers in their schools. Many teachers trust the school nurse and the grade chief more than they trust the coordinator and talk. Coordinators themselves notice this, too, and most coordinators are changed before they improve much in their specialty. A coordinator has specialized work, which is often not accomplished because the fixation rate is low. This causes the special support education not to be promoted in particular in Japanese high schools. It is necessary to improve the specialty of the coordinator through the improvement of the training system.

Special support services in high school resource rooms will begin in 2018. The problem is to bring up the person in charge with the specialty as well a coordinator.

本研究は、小学校通常学級に在籍する脳性まひ児および担任教師、センター的機能として対象校を支援している特別支援学校教師を対象に、協働に基づく個別の指導計画作成の効果と課題について検証することを目的とした。児童の実態を正確に把握するための1つの方法として、課題関連図を活用し、個別の指導計画を作成した。作成に慣れていなかった担任教師にとって、本研究の手続きは課題を視覚的に把握、整理し、指導の見通しを持つことにつながった。また、障害のある児童を指導する上での担任教師の負担感が軽減された。それぞれの専門性を生かし、協働することの有効性が示され、特別支援学校におけるセンター的機能の充実に資する成果が得られた。しかし一方で、作成にかかる時間や作業を行う上での負担感等、課題が見えた。各学校において個別の指導計画の作成が浸透するためには今後も本研究と同様の実践や関連する研究を続けていく必要がある。