The possibility and the practical subject of building 'Alternative Room 'inside school in Japan

对美国学校实施替代性教育项目取得的效果进行了调查，对替代性教育项目的实施情况进行了分析，并对影响因素进行了分类。具体地说，我在硬件方面作为一个共同的特点，学校是实现效果，（1）实际使用的“个人支持图表”的少年学生的存在手册在另一个房间的指令，和（2）另一个房间的指令，和（3）-三个点的创造，教学计划，根据个人的主题，柔软的一面--不是教师的主动，而是“我让一个少年学生自己考虑”的实践; 2（5）虽然我是个个体，但不放过任何机会，积极参与集体实践。此外，我在日本的另一个房间进行了实验性的教育指导。接受个人支持的学生在学校生活的结果问卷（（1）“学校是愉快的”、（2）“学习是众所周知的”、（3）“我正在独立处理学习”）中的肯定回答（平均值）在接受个人支持的学生之后增加。这对未来的另一个房间的指示状态给出了一个很大的建议。

About the school in USA, which is achieving effect by alternative educational program, I conducted investigation about the system and program, and have classified the effect side. Specifically, I am at a hardware side as a common feature of the school which is achieving effect,(1) practical use of the "individual support chart" of the juvenile student for existence of the manual in another room instruction, and (2) another room instruction, and (3)-- three points of creation 、 of the teaching program according to an individual subject, and a soft side -- not (4) teacher initiative but the practice "which I make a juvenile student consider by oneself", and (5) -- although I am individual let all opportunities pass and practice、which takes in a group active element is mentioned. Moreover, the place to which I had educational guidance experimentally performed in another room instruction in Japan. The affirmative reply (average value) was seen increasing by the questionnaire ((1) "school is pleasant", (2) "study is known well", (3) "I am tackling study independently") result of the school life of the after that of the student who received individual support. This gives a big suggestion to the state of future another room instruction.