Enhancing expertise in "after-school day service"for disabled students

2022 Fiscal Year Final Research Report

• Project/Area Number: 19K02243
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 08020:Social welfare-related
• Research Institution: Tokyo University of Social Welfare
• Principal Investigator: TATEMATSU Eiko 東京福祉大学, 社会福祉学部, 教授 (20510613)
• Project Period (FY): 2019-04-01 – 2023-03-31
• Keywords: 認知発達 / 発達支援 / 意思表出支援 / 視覚-運動機能 / 行動障害 / コミュニケーション / 感覚運動期 / 直感的思考段階

Outline of Final Research Achievements

As a result of the questionnaire survey, it was revealed that there is a high level of interest in developmental support at after-school day service facilities, and that direct supporters have concerns how to respond to user's behaviors and to set appropriate tasks.
In the practical research, the direct supporters noticed qualitative and step-by-step differences among the users' understanding of the external world and interpersonal awareness and improved their skills to modify the response guidelines. Using the evaluation method of the cognitive development, the direct supporters divided the Piaget's sensorimotor stage, in which verbal communication is difficult, into 6 stages according to the requesting behaviors and, the preconceptual thinking stage, into 2 stages. It is suggested to be the indicator for the direct supporters working in after-school day service facilities when considering appropriate support for users' expression of intention and a person-centered approach.

Free Research Field

特別支援教育

Academic Significance and Societal Importance of the Research Achievements

厚生労働省では、放デイのガイドラインの改訂に向け、「学童期・思春期の幅広い年齢層や発達の状態、障害の多様性や関心の多様性についても対応できるよう発達段階に合わせたよりきめ細かな内容のガイドラインに改訂する必要がある」としている。複雑な多様性を伴う利用者の把握においては、多軸的な尺度が必要であり認知発達の視点はその１つといえる。本研究では、重症心身障害児や具体的操作段階以降の事例検討はできなかったが、今後これらを加えることにより、支援の具体例を利用者の「わかり方」に応じて整理することが可能になる。特に、安全管理に目が向きがちな重症心身障害児に発達支援を保障するための視点を提供したといえる。