The purpose of this study was to investigate Japanese elementary school teachers’ attitudes and perceptions of developmental dyslexa in perspective of teacher training. All participants (N=277, 116 male, 154 female, 7 no response) were regular classroom teachers at public elementary school in Sendai city.Teachers were asked whether they had received in-service training on dyslexia. 40% ( 109 teachers in the sample) had received training with a mean time of in-service training of 6.5hrs. However, the range was considerable ( 1 to 60 hrs.).Results revealed that teachers with in-service training offered more various kinds of supportscompared with those without training.I also verified that there was a significant difference between teachers with in-service training and those without in the type of support they prioritized.
(日本の小学校の教員277人を対象とし、読み書き障害のある児童の児童に対する認識について現場での研修を中心に調べた。その結果、読み書き障害に関する研修を受けた経験がある教員は全体の40％であった。研修を受けた人と受けたことがない人とを比較すると、読み書き障害のある児童に対する支援の多様さや優先とする支援の内容において差が見られた。）
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