Faculty Profiles - YOSHITOSHI Munehisa

Papers - YOSHITOSHI Munehisa

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Comprehensive Support System for Students with Disabilities in Higher Education: About the KOKUA program in the University of Hawaii at Manoa

2 ( 2 ) 171 - 175 2012.3

Perceptions of principals, teachers and parents of students without disabilities toward special needs education in high school

YOSHITOSHI M., YOKOUCHI R.

34 ( 1 ) 78 - 85 2012.2

Research on special education schools that modified the type of handicap: focus on education system for children who take newly appended type of handicap

Hyogo University of Teacher Education journal 39 77 - 84 2011.9

The realities of activity and the role of the Yogo(School nurse)teacher in the special needs education system of elementary and junior high school

OTANI I., YOSHITOSHI M.

Japanese journal on developmental disabilities 33 ( 3 ) 322 - 333 2011.8

A Quantitative Analysis on the Types of Educational Setting for Students with Disabilities in Japan: Evidence from Regional Data

1 1 - 8 2011.3

Structure of Elementary and Junior High School Teachers' Consciousness Regarding Special Needs Education in Regular Classrooms

KOJIMA Michio, YOSHITOSHI Munehisa, ISHIBASHI Yukiko, HIRAGA Kentaro, KATAOKA Mika, KORENAGA Kanako, MARUYAMA Keishi, MIZUUCHI Toyokazu

The Japanese Journal of Special Education 49 ( 2 ) 127 - 134 2011

Language：Japanese Publisher：The Japanese Association of Special Education

The present study examined elementary and junior high school homeroom teachers' consciousness of special needs education in regular classrooms, as well as factors that may influence the structure of their consciousness. Elementary and junior high school teachers (N=615) completed a questionnaire. Factor analysis of the questionnaire data was used to clarify the structure of the teachers' consciousness regarding special needs education and to identify influential variables. The following 3 factors were extracted: "understanding and ability to provide special needs education", "evaluation of interest in special needs education and teaching staff's need to learn", and "concerns about handling guardians and interventions in regular classrooms". The extent of special needs education experience, acquisition of a license or course credits at a university, and experience as a regular class homeroom teacher for young students requiring special educational support were found to be have a positive influence on "understanding and ability to provide special needs education" and "evaluation of interest in special needs education and teaching staff's need to learn". These findings suggest that the extent of the teachers' training may have produced the observed differences in "concerns about handling guardians and interventions in regular classrooms".

DOI： 10.6033/tokkyou.49.127

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A survey on job-consciousness and support needs of novice special needs education coordinator in the public school

The Japanese journal of special support education coordinator ( 6 ) 75 - 86 2010.2

Toward the support of students with special needs in inclusive classrooms: what is the extent of Japanese teachers' knowledge and skills, and how should Japanese preservice teachers be trained?

吉利宗久, 是永かな子, 平賀健太郎

Journal of Japan Association of Universities of Education 28 217 - 230[含英語文要旨] 2010

TEACHERS' PERCEPTION AND NEEDS FOR IN-SERVICE PROGRAMS AND CERTIFICATION OF SPECIAL NEEDS SCHOOL

Bulletin of Research and Development Center for Educational Practice, Okayama University. 10 41 - 46 2010

Exploratory study of factors changing elementary school staff attitudes on inclusive education for students with disabilities in the United States

Japanese journal of learning disabilities 18 ( 3 ) 300 - 309 2009.10

The present problems and future prospects of parents support for children with developmental disabilities

Bulletin of Graduate School of Education, Okayama University ( 141 ) 1 - 9 2009

Research on the center function offered by schools for students with intellectual disabilities

ISHIBASHI Y, USHIYAMA M, YOSHITOSHI M

Japanese journal on developmental disabilities 30 ( 1 ) 52 - 58 2008.2

特別支援教育に対応した小・中学校教員養成カリキュラムの改善に関する研究

是永かな子, 水内豊和, 新井英靖, 小島道生, 石橋由紀子, 千賀愛, 平賀健太郎, 吉利宗久

日本教育大学協会研究年報 26 225 - 236 2008

A survey on role and actual working status of the special needs education coordinator in public elementary and junior high school

Bulletin of Research and Development Center for Educational Practice,Okayama University 8 117 - 126 2008

Parent's perspectives on practical factors for facilitating inclusive education: implications from a single interview conducted in the United States

吉利宗久, 水内豊和

SNE journal 13 ( 1 ) 74 - 88 2007.10

135 ( 1 ) 121 - 126 2007.6

An content analysis of organizational position statements on inclusion in the United States

YOSHITOSHI M, MIZUUCHI T

Japanese journal on developmental disabilities 28 ( 5 ) 390 - 402 2006.12

Investigation on the School Management and Understanding of Elementary School Principals toward Special Support Education

Yoshitoshi Munehisa, Yoshikai Masumi

Journal of educational research 6 101 - 109 2006.3

Language：Japanese Publisher：Kyoto University of Education

小学校校長の特別支援教育に対する取り組みの実態を明らかにするために,A市内における質問紙調査を実施した(回収数62校)。その結果,多くの校長が特別支援教育の理念を支持する一方で,学校の準備状況や自らの知識に不安を抱いていた。また,特別支援教育を推進するために重視する学校経営の方針として,保護者との連携や校内体制の整備が高い割合を示した。そして,ほとんどの学校が校内研修を実施しており,その内容は障害理解と児童の実態把握が中心となっていた。ただし,盲・聾・養護学校との連携や,保護者への働きかけは今後の課題となっており,専門性の高い教員を配置し,個別の教育支援計画の作成などの具体的な取り組みを進めることが必要であると考えられていた。

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Regular Education Teachers' Perceptions and Practices Regarding Inclusion of Students with Disabilities in the United States : Findings from a Survey in Public Elementary Schools

YOSHITOSHI M

Japanese journal on developmental disabilities 27 ( 1 ) 63 - 75 2005.5

教員養成系大学の学部カリキュラムにおける障害児教育専攻以外の学生に対する障害児教育関連科目の設定のあり方に関する研究

河合康, 川間健之介, 柿澤敏文, 大塚玲, 橋本創一他, 吉利宗久

教科教育学研究 23 253 - 275 2005.3

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