The Practical Research on Actual Conditions of School Maladjustment of Students with Mild Developmental Disabilities and Construction of Educational Support System for Them

本研究根据被调查者的具体要求，采用问卷调查的方式，对发育障碍（LD、ADHD、Asperger综合征、高功能自闭症、智力障碍等）患者进行问卷调查，以明确对学龄期学校生活、人际关系和日常生活适应不良的反应和支持。调查对象为符合以下标准的人群：1)在医疗机构或专业机构被诊断或评估为与学习障碍、注意力缺陷多动障碍、阿斯伯格综合症、高功能自闭症或发育障碍相关的智力障碍等；（二）高中青少年、老年人和对其残疾有充分认识的成年人；3)能够客观地回顾并描述他们在学龄期间遇到的学校生活、人际关系和日常生活中的困难和不适应的人。通过查阅发育性残疾人士的笔记，通过对相关部门和相关负责人的研究，我们掌握了学龄期适应不良的困难和需求。在此基础上，我们制作了一份“理解和支持发展性残疾人士自身在学校生活、人际关系和日常生活方面所需要的困难和不适应的检查表”。利用该问卷，并与负责发育性残疾的组织合作，我们对被诊断或评估为智力残疾的人进行了问卷调查和简短的结构化访谈，这些人与LD、ADHD、阿斯伯格综合征、高功能自闭症和发育性残疾有关。调查时间为2007年11月至2008年1月。我们收到了79名智力障碍患者的回复，这些患者与LD、ADHD、阿斯伯格综合症、高功能自闭症和发育障碍有关。在清单中，有许多项目的反应率差异很大。在自由描述中经常给出的观点是“我希望人们认为每个人都是不同的。”这表明，答复者需要的支持是多种多样的，有必要根据所涉个人的困难和需要进行仔细考虑。此外，支持不应该是侵入性的。为了满足发展障碍相关方的要求，很多人要求以“我希望人们首先知道我是什么样的人，并跟上我的步伐”等方式进行联系。听取受访者的意见，可以为这些人所需要的支持提供线索。对于未来的调查对象，由于本次调查的对象是“能够回顾过去，不害怕引起闪回或不舒服的感觉”的人，很多人现在情况稳定。在现实中，会有一些调查对象在回顾过去时感到不舒服，甚至到今天仍处于不适应状态，或者患有继发性残疾。在未来，有必要更详细地研究这些人的背景，如他们的成长发展史、家庭环境、就读学校的类型、现状，并找出与适应不良的因果关系。少

This study used a questionnaire survey of people with developmental disabilities (LD, ADHD, Asperger syndrome, high functional autism, intellectual disabilities, and so on) to clarify response and support for maladjustment to school life, human relations, and daily life during school age, as requested specifically by respondents. Survey subjects were those who met all the following criteria: 1) people who had obtained a diagnoses or assessment of intellectual disabilities and so on in association with LD, ADHD, Asperger syndrome, high functional autism, or developmental disabilities from a medical or specialized institution; 2) youths of upper secondary school and older and adults who have full recognition for such their disabilities; and 3) people who are able to look back objectively and describe difficulties and maladjustment to school life, human relations, and daily life they encountered during their school age period.Examining notes written by people with developmental disabiliti … More es and parties in charge and precedent studies, we grasped difficulties and needs for maladjustment during school age. Based on the examination, we created a "Checklist for understanding and support for difficulties and maladjustment to school life, human relations, and daily life in the school ages required by people with developmental disabilities themselves". Using this questionnaire and obtaining cooperation from organizations in charge of developmental disabilities, we administered a questionnaire and a brief structured interview to persons who were diagnosed or assessed as having intellectual disabilities, and so on in association with LD, ADHD, Asperger syndrome, high functional autism, and developmental disabilities. The survey period was November 2007 through January 2008. We received responses from 79 people who had intellectual disabilities and so on in association with LD, ADHD, Asperger syndrome, high functional autism, and developmental disabilities themselves.In the Checklist, there are many items with great differences in response rates. An opinion often given in free description was "I want people to have the idea that everyone is different." This indicates that support required by respondents is diverse and that careful consideration according to difficulties and needs of individuals in question is necessary. Furthermore, support should not be intrusive. To support parties in charge of developmental disabilities as they request, many people request a way to relate such as "I want people to know first what kind person I am and keep pace with me." Heeding comments of respondents provides clues to the support that these people need. As for future investigation subject, because the subjects of this survey were those who "are able to look back their past and have no fear to provoke flashback or uncomfortable feelings", many are in stable conditions now. In reality, there will be survey takers who feel uncomfortable at looking back the past and who remain in a state of maladjustment even today, or who suffer from secondary disabilities. In the future, it is necessary to examine backgrounds of these people in greater detail, such as their history of growth and development, family environment, type of school enrolled, and current state, and to find out cause-and-effect relationships to maladjustment. Less