The role of special educational needs coordinators is to construct a school support system for students with special educational needs. The present study examined the contents of internal coordination done by an elementary school special educational needs coordinator from the point of view of a grounded theory approach, using a structure-construction qualitative research method. Internal coordination refers to the process of self-regulation by a coordinator. The participant was an elementary school teacher who had been appointed as a special educational needs coordinator. His words and actions as coordinator during approximately 1 year were analyzed and categorized as either (a) the agent for control, or (b) an expression of intention with flexibility. Which of these 2 kinds of coordination he used depended on whom he was dealing with. In coordination with a main teacher who was expected to support a child with special needs, the coordinator showed continuity in judgment as to when to lead the teacher to set out a specific proposal, and when not to provide advice. Dealing with children's parents, the coordinator decided whether to accept their anxiety and, simultaneously, to indicate support. In addition, the coordinator monitored his own accumulating experience cyclically. It appears that such internal coordination constructed with his concept of each category allowed him to conduct external and practical coordination.
|Translated title of the contribution||Internal Coordination by a Special Educational Needs Coordinator in an Elementary School|
|Number of pages||9|
|Journal||特殊教育学研究 = The Japanese journal of special education|
|Publication status||Published - 2011|