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ID 44840
本文ファイル
著者
Furuta, Hiroko
Alwis, K. A. C.
NDC
教育
抄録(英)
This study examined how regular class teachers view teaching students with special educational needs (SEN) in Sri Lankan government schools. Three types of schools in three education zones were visited and 36 teachers were interviewed. The results revealed that all the participants recognized the presence of a student with SEN in their classes, and majority of them were aware that they had given some sorts of accommodations/modifications to teach them. In addition, it was found teachers felt they were supported especially from the school administrators. Results also indicated that teachers face stress or dilemmas when balancing classes to meet the needs of both students with and without SEN. However, there was a pitfall in coordination between teachers of regular classes and special units. More training and seminar need to be introduced on inclusive education strategies and philosophy that reinforces teachers’ professional ideas of accepting students in need.
内容記述
This research was conducted as a part of the project on the topic concerning “Educational Policy Research on Equity and Inclusion in the Asia-Pacific Region” carried out by Prof. Kazuo Kuroda, Center for the study of International Cooperation in Education, Waseda University, and funded by the Official Development Assistance of the Japanese National Commission for UNESCO, Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan.
掲載誌名
国際教育協力論集
19巻
2号
開始ページ
1
終了ページ
18
出版年月日
2017-10-31
出版者
広島大学教育開発国際協力研究センター
ISSN
1344-2996
NCID
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2017 広島大学教育開発国際協力研究センター
部局名
教育開発国際協力研究センター
備考
タイトルの誤記訂正のためPDFファイル差替え(2018年3月6日)
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