@article{oai:kumadai.repo.nii.ac.jp:00028299,
 author = {干川, 隆 and Hoshikawa, Takashi and 干川, 隆 and Hoshikawa, Takashi},
 journal = {熊本大学教育実践研究},
 month = {Feb},
 note = {application/pdf, 論文(Article), The purpose of this paper is to introduce the way of leading a case meeting based on the Problem Solving Model that the author is currently using as special education coordinator training. The Problem Solving Model of Minneapolis public school which was introduced by the author in his book and paper presentation in 2005 was a useful tool of solving the many problems that occurred in Special Education in Japan. It was found out that the said tool helped the instruction of the individual child after a meeting with the teacher of the Board of Education and teacher in a graduate school. In order for the case meeting to be utilized thoroughly by the teachers and in many schools, the author presented some considerations and concepts on the basis of the results found after the recently conducted training. The school which used the case meeting will have an advantage in finding additional ways of solving school-related problems. In this article, the author considered the significance of the case meeting from the viewpoint of the agreement with the Response to Intervention (RTI) in the United States and Japanese problems with regards to RTI.},
 pages = {33--42},
 title = {特別支援教育の校内支援体制の充実 : 課題解決モデルに基づくケース会議の進め方},
 volume = {31},
 year = {2014},
 yomi = {ホシカワ, タカシ and ホシカワ, タカシ}
}