Japanese Schoolteachers' Attitudes and Perceptions Regarding Inclusive Education Implementation: The Interaction Effect of Help-Seeking Preference and Collegial Climate
Japanese Schoolteachers' Attitudes and Perceptions Regarding Inclusive Education Implementation: The Interaction Effect of Help-Seeking Preference and Collegial Climate
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DOI：
10.3389/feduc.2020.587266
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发表时间：
2021-01-14
影响因子：
2.3
通讯作者：
Sato, Kosuke
中科院分区：
文献类型：
--
作者：
Maeda, Kaede;Hashimoto, Hirofumi;Sato, Kosuke
虽然日本的特殊需要教育制度已从隔离方式转变为更具包容性的方式，但这种方式的实际实施可能并不理想。全纳教育的实施面临若干挑战，如难以满足个人需求，以及普通学校环境中缺乏医疗支持系统。考虑到这一点，我们进行了一项基于网络的调查，日本的学校教师实证研究他们的态度和看法，融合教育。我们还试图确定影响日本小学和初中教师对实施全纳教育的态度和看法的社会环境和个人因素。调查结果表明，学校教师认为包容性教育的想法是可取的，但不可行。然而，我们发现，学校教师的全纳教育实施的可行性的看法与他们的求助偏好呈正相关，如果他们认为他们的气氛是足够的合议。基于这些发现，我们讨论了教育环境中，融合教育可以成功地实施。
While the special needs education system in Japan has shifted from a segregated approach to a more inclusive one, the actual implementation of this approach may be less than ideal. The implementation of inclusive education faces several challenges, such as difficulty in meeting individual needs and lack of medical support systems in general school settings. With this in mind, we conducted a web-based survey of Japanese schoolteachers to empirically examine their attitudes and perceptions regarding inclusive education. We also sought to determine the socio-environmental and individual factors that affect the attitudes and perceptions of Japanese elementary and junior high school teachers regarding the implementation of inclusive education. Survey results showed that schoolteachers regard the idea of inclusive education as desirable, but not feasible. However, we found that schoolteachers' perceptions of the feasibility of inclusive education implementation were positively associated with their help-seeking preference if they perceived their climate as being sufficiently collegial. Based on these findings, we discuss the educational environment in which inclusive education could be successfully implemented.