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者(学习障碍、多动症、阿斯伯格综合征、高功能自闭症、智力障碍等)的问卷调查，明确了应受访者的具体要求，对学校生活、人际关系和学龄期日常生活适应不良的反应和支持。调查对象是那些符合以下所有标准的人：1)从医疗或专门机构获得诊断或评估智力障碍等与学习障碍、多动症、阿斯伯格综合症、高功能自闭症或发育障碍有关的人；2)对这些残疾有充分认识的高中生、老年人和成年人；以及3)能够客观地回顾和描述他们在学校生活、人际关系和日常生活中遇到的困难和不适应的人。由有发展障碍的人写的笔记…更多的专家和负责人和先例研究，我们掌握了学龄期适应不良的困难和需要。在此基础上，编制了《发育障碍者自身对学龄儿童在学校生活、人际关系和日常生活中遇到的困难和适应不良的理解和支持检查表》。利用这份问卷，在负责发展残疾的组织的合作下，我们对被诊断或评估为智力残疾等与LD、ADHD、Asperger综合征、高功能自闭症和发展残疾相关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名患有智力障碍等与学习障碍、多动症、阿斯伯格综合症、高功能自闭症和发育障碍相关的人的回复。一个经常以自由描述的形式给出的意见是：“我希望人们有这样的想法，每个人都是不同的。”这表明，答复者需要的支持是多种多样的，需要根据有关个人的困难和需要进行仔细考虑。此外，支持不应该是侵扰性的。为了支持负责发育障碍的各方提出的要求，许多人要求建立一种联系方式，例如：“我想让人们首先知道我是一个什么样的人，并与我保持同步。”关注受访者的评论为这些人需要的支持提供了线索。至于未来的调查对象，由于这次调查的对象是那些能够回顾过去，不怕引发倒叙或不适的人，现在许多人的情况都很稳定。在现实中，会有接受调查的人回顾过去感到不舒服，即使到了今天仍然处于不适应的状态，或者患有继发性残疾。今后，有必要对这些人的成长和发展史、家庭环境、入学学校类型和现状等背景进行更详细的审查，并找出适应不良的因果关系。较少

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