Creating a Scale for Japanese Teachers’ Guidance of Inclusive education in Regular Classes

Ishikawa (Michiko)¹, Matsumoto (Miyuki), Rajan, Santhosh (Kareepadath), E C, Eleanora (Nallu)
¹4228021

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

regular classes, inclusive education, guidance, scale development

Summary

Children needing special education who cannot  have confidence in learning are always in the classroom. The purpose of this research was to develop a scale for Inclusive education based on the WISC theory and to examine reliability and validity. A questionnaire survey was conducted among 661 elementary school teachers. The scale created in this investigation comprises four factors: “Understanding students and forming a learning group,” “Small steps and devising ways of reading,” “Being creative with viewpoints, prospects, and steps,” “Understanding and considering the family environment.” The scale is largely internally consistent and is confirmed to possess a certain level of validity. The implications for researchers is that by this measure the teacher and practitioner or even the entire school can measure guidance. Therefore, the current situation and problems will be clarified.This scale can also be developed in various countries in the same way. The teacher or practitioner or the whole school use the scale.And  they  can measure guidance of inclusive education in Regular Classes. 

 

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