School librarians’ anticipated support for students with SEN: Using a Modified Grounded Theory Approach | Zendy

Hiroyo Matsudo | Zendy

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School librarians’ anticipated support for students with SEN: Using a Modified Grounded Theory Approach

Author(s) -

Hiroyo Matsudo

Publication year - 2021

Publication title -

iasl annual conference proceedings

Language(s) - English

Resource type - Journals

ISSN - 2562-8372

DOI - 10.29173/iasl7980

Subject(s) - grounded theory , socialization , perception , focus group , function (biology) , psychology , pedagogy , mathematics education , focus (optics) , qualitative research , sociology , social psychology , social science , neuroscience , evolutionary biology , anthropology , biology , physics , optics

The purpose of this study is examining some suggestions on how school libraries can be involved in Special Needs Education in a helpful way. The Modified Grounded Theory Approach is used as the method for this study. In my analysis I focus on the change in perception of 19 school staff members with respect to changes in the school library function and factors for these changes. Based on the result the school librarian's anticipated four supports are suggested as follows: providing suitable materials that take into account students' situation, searching study by team teaching, supporting students' self-affirmation by sympathetic understanding, and educational support encouraging students' socialization. 1 Introduction 1.1 The purpose of this research

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