特別支援学校高等部における教育相談内容の分析 : 心理士への相談内容に着目して

紀要論文
Students of senior high schools for special needs education are getting more diverse year by year. Teachers find it difficult to instruct their students, especially when trying to guide them in problem solving. We analyzed the contents of educational counseling, wherein teachers held consultation with psychologists, to determine the needed contributions of psychologists in senior high schools for special needs education. We collected 133 examples and categorized them into 31 subgroups of 7 large categories. The most troublesome difficulties for students are a low level of “group adjustability,” which is affected by six other large categories, namely “speech communication ability,” “situation judging ability,” “affection control ability,” “problem solving ability,” “self-management ability,” and “self-esteem.” Furthermore, we found that “problem solving ability,” an essential requirement when students start working after graduation, is affected by three large categories, namely “self-esteem,” “speech communication,” and “group adjustability.” However, it is difficult to teach at school and is rarely instructed in class. Teachers need to assess the background factors of the students’ difficulties to find out the most effective instruction methods, rather than focusing on teaching skills. Teachers and psychologists need to work in mutual cooperation and keep updating the instruction methods.