Teachers' Attitudes Toward Individual Teaching Plans in Elementary School: Semantic Differential

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  • IKEDA Ayano
    Graduate School of Comprehensive Human Sciences, University of Tsukuba
  • ANDO Takao
    Graduate School of Comprehensive Human Sciences, University of Tsukuba

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The purpose of the present study was to investigate attitudes of teachers in elementary schools toward individual teaching plans (ITP). In order to evaluate teachers' attitudes, elementary school teachers' image of individual teaching plans was investigated using the semantic differential (SD) technique. The following analyses were performed: (a) a factor analysis using the semantic differential scores for individual teaching plans, and (b) a correspondence analysis using the semantic differential scale ratings for 6 concepts: science, Japanese language, period for integrated study, individual teaching plans, jiritsu katsudo (a specialized subject area in the national curriculum for special schools that has the objective of teaching pupils with disabilities to respect basic human behavior) and diagnostic evaluation. Useable data were obtained on questionnaires from 169 teachers from 12 elementary schools. The factor analysis revealed a 3-factor solution: "importance and essence", "expectations after designing individual teaching plans", and "evaluation of procedures". The correspondence analysis revealed that the teachers' images of terms connected with special education were confused, and that the teachers had an image of burden for individual teaching plans. That may be a cause of negative attitudes toward teaching pupils with disabilities in regular classes. Additional study is needed in order to make individual teaching plans in regular classes more effective in elementary schools.

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  • 特殊教育学研究

    特殊教育学研究 49 (6), 685-699, 2012

    一般社団法人 日本特殊教育学会

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