〈原著論文〉小・中学校の教員は発達障害理解指導のどこにむずかしさを感じているか: 子どもの学年によって教員が感じるむずかしさは異なるか

The purpose of this research is to clarify the challenges of instructing understanding for developmental disabilities in each grade of children and what the teachers need to be careful when instructing them by researching what the class teachers in each grade of elementary school and teachers in charge of each grade of junior high school feel difficult in promoting understanding for developmental disabilities. The subject was teachers in 100 public elementary schools and 100 public junior high schools, and questionnaire survey was done in March to April, 2011. 10 copies of survey was sent to each school asking for their cooperation for the research and when they gave their consent, the questionnaire and response was asked to be mailed back. 187 survey was returned from 18 elementary schools and 226 survey was returned from 21 junior high schools. Among the returned survey, only the data from teachers who are in charge of a class in first to sixth grader in elementary school or first to third year in junior school were the subject of analysis. As a result, the analysis subject was 61 teachers who are in charge of first and second grader, 56 teachers who are in charge of third to fourth grader, 44 teachers who are in charge of fifth and sixth grader (total number of teachers who are in charge of a class in elementary school was 159), and 66 teachers who are in charge of first year in junior high school, 44 teachers who are in charge of second year in junior high school, and 49 teachers who are in charge of third year in junior high school (total number of teachers who are in charge of a class in junior high school was 159). We asked if they supposed that there was a student with developmental disabilities in the class that they are in charge of, what would be a difficult point when explaining about the student with developmental disabilities to the classmates. As a result, there were significantly more teachers who are in elementary school who felt that "children do not understand that students with developmental disabilities are forgiven when they break rules that they have to follow." Also, there was a tendency that more teachers in junior high school who were worried that about slandering and bullying may happen. We asked what kind of plan is necessary for students with developmental disabilities to be included in the class when they supposed the grade that they are in charge of. As a result, many teachers both for elementary school and junior high school answered that "recognizing the good points of each individual student". Also, significantly more elementary school teachers who answered "create the environment that is easy for them so they are not scolded all the time", and significantly more junior high school teachers answered "explain the characteristics of developmental disabilities to children."