@article{oai:air.repo.nii.ac.jp:00001963,
 author = {熊地, 需 and 佐藤, 圭吾 and 斎藤, 孝 and 武田, 篤 and KUMACHI, Motomu and SATO, Keigo and SAITO, Takashi and TAKEDA, Atsushi},
 journal = {秋田大学教育文化学部研究紀要 教育科学},
 month = {Mar},
 note = {In recent years, children with developmental disorders but without intellectual retardation are being enrolled in special supports schools. This research focuses on teachers who have the experience of supervising such children at special supports schools, conducting a questionnaire survey consisting of open-ended questions regarding the difficulties involved in providing support. Listed as issues posing difficulties in supporting children with developmental disorders were, for example, violent behavior for self defense, triggered by a strong sense of insecurity, and inconsiderate and thoughtless remarks made to other students, caused by difficulty in understanding others, stirring great impact on other students, it was found that. These teachers endured great hardships in dealing with various　behavior　problems　triggered by these disorders and were forced to deal with them with a high level of strain and tension, feeling their limitations as private individuals. The findings show that support of children with developmental disorders should not be entrusted only to their homeroom teachers. Positive supports should be provided to these teachers while creating a school-wide system for dealing with such children.},
 pages = {97--101},
 title = {特別支援学校に在籍する知的発達に遅れのない発達障害児の現状と課題 (2)-教員が抱く困難性について-},
 volume = {68},
 year = {2013}
}