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

本研究通过对发育障碍（LD、ADHD、Prunger综合征、高功能性自闭症、智力障碍等）患者的问卷调查，明确了被调查者对学校生活、人际关系、学龄期生活适应不良的反应和支持。调查对象是那些满足以下所有标准的人：1）从医疗或专门机构获得与LD、ADHD、Prunger综合征、高功能自闭症或发育障碍相关的智力残疾等诊断或评估的人; 2）高中和老年人以及完全承认其残疾的成年人;（3）能够客观地回顾和描述自己在学龄期遇到的学校生活、人际关系和日常生活方面的困难和不适应。 ...更多信息 通过对学校教育的组织、负责人和先例的研究，把握学龄期适应不良的困难和需要。根据检查结果，我们编制了一份“发展性残疾人自身所需的学龄期学校生活、人际关系和日常生活困难和不适应的理解和支持清单”。使用该问卷，在与发育障碍相关机构的合作下，对被诊断为或被评价为患有LD、ADHD、Alfreger综合征、高功能性自闭症、发育障碍等智力障碍的人进行了问卷调查和简短的结构化访谈。调查期为2007年11月至2008年1月。我们收到了79名与LD、ADHD、Prunger综合征、高功能性自闭症和发育障碍本身相关的智力残疾人的回答。在检查表中，有许多项目的回答率差异很大。一个经常在自由描述中给出的观点是“我希望人们有这样的想法，每个人都是不同的。“这表明，答复者所需的支助多种多样，必须根据有关个人的困难和需要加以认真考虑。此外，支助不应是侵扰性的。为了支持负责发展性残疾的各方的要求，许多人要求一种联系方式，如“我想让人们首先知道我是什么样的人，并与我保持同步。“听取受访者的意见为这些人需要的支持提供了线索。至于未来的调查对象，由于是次调查的对象是“能够回顾过去，不怕引起回忆或不舒服的感觉”的人，所以很多人现时情况稳定。事实上，有些受访者在回顾过去时会感到不舒服，至今仍处于不适应的状态，或患有继发性残疾。今后有必要对这些人的成长史、家庭环境、就读学校类型、现状等背景进行更详细的调查，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