To understand children and students effectively, it is essential to maintain a balanced perspective that considers both the
individual and the group.
In this course, students will learn theories and educational practices related to students’ social development as a perspective for understanding individuals, as well as theories and instructional approaches related to classroom management as a perspective for understanding groups.
In addition, with regard to special needs education, the course will address systems, curricula, and current issues, while integrating perspectives on both individual and group understanding.
In this course, students will learn theories and educational practices related to students’ social development as a perspective for understanding individuals, as well as theories and instructional approaches related to classroom management as a perspective for understanding groups.
In addition, with regard to special needs education, the course will address systems, curricula, and current issues, while integrating perspectives on both individual and group understanding.
This course examines theories and practical educational approaches related to students’ social development, classroom management,
and special needs education.
Through these topics, students will develop the ability to analyze and critically examine contemporary issues in education.
Through these topics, students will develop the ability to analyze and critically examine contemporary issues in education.
- Understand theories and practical educational methods related to students’ social development, and critically examine issues concerning students’ social development.
- Understand theories and practical educational methods related to classroom management, and critically examine issues concerning classroom management.
- Understand theories and practical educational methods related to special needs education, and critically examine issues concerning special needs education.
| Short reports | Presentations | Class discussions | Total. | |
|---|---|---|---|---|
| 1. | 13% | 13% | 6% | 32% |
| 2. | 13% | 13% | 7% | 33% |
| 3. | 14% | 14% | 7% | 35% |
| Total. | 40% | 40% | 20% | - |
| Class schedule | HW assignments (Including preparation and review of the class.) | Amount of Time Required | |
|---|---|---|---|
| 1． | Orientation: Course objectives, overview, and structure | Review the syllabus. | 60minutes |
| 2． | Students’ Social Development (1): Peer relationships in childhood and adolescence | Read the assigned materials in advance and complete the assigned tasks. | 190minutes |
| 3． | Students’ Social Development (2): Issues related to students’ social development | Read the assigned materials in advance and complete the assigned tasks. | 190minutes |
| 4． | Students’ Social Development (3): Education for fostering social development | Read the assigned materials in advance and complete the assigned tasks. | 190minutes |
| 5． | Students’ Social Development (4): Concrete methods and practical case studies for fostering students’ social development |
Read the assigned materials in advance and prepare an example related to the topic. | 190minutes |
| 6． | Classroom Management and Class Group Development (1): Current issues in educational practice related to classroom management |
Read the assigned materials in advance and complete the assigned tasks. | 190minutes |
| 7． | Classroom Management and Class Group Development (2): Teacher leadership |
Read the assigned materials in advance and complete the assigned tasks. | 190minutes |
| 8． | Classroom Management and Class Group Development (3): Desirable classroom communities and classroom breakdown |
Read the assigned materials in advance and complete the assigned tasks. | 190minutes |
| 9． | Classroom Management and Class Group Development (4): Concrete methods and practical case studies for class group development |
Read the assigned materials in advance and prepare an example related to the topic. | 190minutes |
| 10． | Special Needs Education (1): Overview of special needs education: school education system, history and current status, and curriculum |
Read the assigned materials in advance and complete the assigned tasks. | 190minutes |
| 11． | Special Needs Education (2): Students’ special educational needs and educational support; methods for understanding students; Individualized Instruction Plans, Individualized Education Support Plans, and reasonable accommodation |
Read the assigned materials in advance and complete the assigned tasks. | 190minutes |
| 12． | Special Needs Education (3): Special needs education in regular classrooms |
Read the assigned materials in advance and complete the assigned tasks. | 190minutes |
| 13． | Special Needs Education (4): Issues related to employment and transition support |
Read the assigned materials in advance and complete the assigned tasks. | 190minutes |
| 14． | Presentations and Course Summary | Read relevant literature and prepare for presentations. | 310minutes |
| Total. | - | - | 2650minutes |
Students will be evaluated based on the following components:
Short reports submitted during class: 40%
Presentations based on assigned readings: 40%
Participation in class discussions: 20%
A total score of 60 points or higher is required to pass the course.
A score of 60 points represents the minimum level at which a student is considered to have acquired the essential knowledge required for this course.
Short reports submitted during class: 40%
Presentations based on assigned readings: 40%
Participation in class discussions: 20%
A total score of 60 points or higher is required to pass the course.
A score of 60 points represents the minimum level at which a student is considered to have acquired the essential knowledge required for this course.
| ways of feedback | specific contents about "Other" |
|---|---|
| Feedback in the class |
No textbook is required for this course.
Necessary materials will be distributed in class.
All lecture slides and handouts used in the course will be made available on ScombZ.
Necessary materials will be distributed in class.
All lecture slides and handouts used in the course will be made available on ScombZ.
This course is primarily designed for students who have obtained a teaching license at the undergraduate level and aim to
acquire a specialized teaching license at the graduate level.
To understand the course content, students are expected to have prior knowledge equivalent to that acquired through a teacher training program, including educational studies, educational psychology, subject pedagogy, and special needs education.
Students who have not obtained a teaching license but wish to enroll in this course must attend the initial guidance session and enroll only after fully understanding the course objectives, content, and the level of prerequisite knowledge required.
To understand the course content, students are expected to have prior knowledge equivalent to that acquired through a teacher training program, including educational studies, educational psychology, subject pedagogy, and special needs education.
Students who have not obtained a teaching license but wish to enroll in this course must attend the initial guidance session and enroll only after fully understanding the course objectives, content, and the level of prerequisite knowledge required.
- Spring Semester
Wednesday, 2nd period (10:50–12:30), lunch break (12:30–13:20) Omiya Campus
Friday, lunch break (12:30–13:20), 3rd period (13:20–15:00) Toyosu Campus - Fall Semester
Wednesday, 2nd period (10:50–12:30), lunch break (12:30–13:20) Omiya Campus
Friday, lunch break (12:30–13:20), 3rd period (13:20–15:00) Toyosu Campus - Please make an appointment in advance by email.
Students may also contact the instructor via email with questions.
- Course that cultivates an ability for utilizing knowledge
- Course that cultivates a basic interpersonal skills
- Course that cultivates a basic problem-solving skills
| Work experience | Work experience and relevance to the course content if applicable |
|---|---|
| N/A | N/A |
Last modified : Sat Mar 14 13:50:42 JST 2026