Clinical Research on Education for Profoundly and Multiply Handicapped Children with Special Needs of Medical Care.

作者试图掌握具有特殊医疗需求的重度、多重残疾儿童学校教育的真实的情况，并对13个此类案例进行了教育行动研究，这些案例的医疗需求水平得分（Suzuki，1994）在14到44分之间变化。在一个案例中，一名男孩在中学一年级结束时死亡，主要调查结果如下：1）当医疗保健维持在适当水平时，负责这些儿童的教师可以积极地进行教育干预，2）即使在这些儿童中，也可以通过从教育观点进行定期干预来实现清醒水平或生活节奏的改善，3）通过教师基于阅读儿童的思想的相应行为，以及通过提供由开关和输出设备构成的教材，可以促进这些儿童的自主运动。4）增强了交流行为的确定性和交流主题的多样性，即使交流行为在开始时很差，通过a）教师阅读儿童心灵的努力，B）易于使用的表达儿童心灵的装置，c）由同一教师进行数年的个别教育。13个病例报告，这些报告都显示了教育干预的效果，并将这些报告的分析与医学文章一起纳入最终报告。它们被分发到教育学院、特殊教育中心和特殊学校。

The authors have been trying to grasp the real situation of school education for the profoundly and multiply handicapped children with special needs of medical care, and carrying out educational action research with 13 such cases.The score, which indicates the level of the needs of medical care (Suzuki, 1994), varies from 14 to 44 points among these cases. In one case a boy died at the end of the first year of the secondary school.Major findings are as follows ;1) the teacher in charge of these children can make educational intervention positively when medical care is maintained on an appropriate level,2) improvement of the level of wakefulness or the rhythm of life can be realized through regular intervention from educational point of view even in these children,3) voluntary movement of these children can be promoted through corresponding behavior by the teacher based on reading the children's mind, and through providing teaching materials that are constructed of switches and output devices,4) certainty of communication behavior and variety of topics of communication are enhanced, even if communication behavior is very poor at the beginning, through a) efforts by the teacher to read the children's mind, b) devices which are easy to use to express children's mind, c) individual education by the same teacher for several years.13 case reports, which all show effects of educational intervention, and analysis of these reports are integrated into the final reports with medical articles. They are distributed to faculties of education, centers for special education, and special schools in this country.