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Số ra Số 4AB/2021 KHGD 
Tên bài báo THE FUNCTION OF SPECIAL SCHOOLS AS LOCAL SPECIAL EDUCATION CENTERS: A CASE STUDY OF THREE SPECIAL SCHOOLS IN WAKAYAMA 
Tóm tắt In Japan, special schools are required to function as local special education centers (“center function”). This study aimed to discuss the situation, tasks, and future directions of the “center function” through a case study of three special schools in Wakayama Prefecture. An interview survey was conducted with teachers assuming the lead role of the “center function” in three special schools. An analysis of interview data revealed the fol1owing finding. The five following points were common aspects of the “center function” in the three special schools. The first was providing educational consultations (including outreach consultations) to elementary and junior high schools, etc. The second point concerned conducting collaboration meetings for special needs education in elementary and junior high schools. The third regarded participating in collaboration councils with related organizations, such as regional independent living support councils. The fourth point was providing educational tools and equipment. The final point was introducing information about medical and social welfare services. A different point lied in regional characteristics. The future tasks of the “center function” include enhancing consultation skills regarding secondary disabilities and non-attendance at school, as well as the career course of junior high school students in special classes for autism and emotional disabilities. Furthermore, collaboration is needed with regular high schools, as well as the effective utilization of individual educational plans in Wakayama Prefecture. 
Tác giả Katsunori Furui, Yoshiko Ueyama, Mari Takenaka, Hitomi Miyamoto and Tetsuro Takeda 
Mã phân loại DOI: 10.18173/2354-1075.2021-0060 
Chuyên ngành . 
Từ khoá special school, center function, educational consultation, special classes for autism and emotional disabilities. 
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