Development of the curriculum which promoted the social participation of children with the severe and multiple disabilities

本研究从以下几个方面探讨了促进重度多发性残疾儿童社会参与的课程设置：社会参与的实际情况、家长和教师对社会参与现状的认识、促进校外社会参与的资源转化、对母亲社会参与认识的变化。结果显示，超过一半的母亲认为社会参与的现状是不足的，超过一半的教师在学校的行动不足时感到社会参与不足。制定促进重度和多发性残疾儿童社会参与的课程，从小学开始就利用当地资源的活动是必要的。

This study examined the following matters to make the curriculum which promoted the social participation of children with the severe and multiple disabilities; the actual situation of the social participation, the recognition about the present conditions of the social participation of parents and the teacher, the Inflection of resources promoting the social participation in the school out of the school, the change of the recognition for the social participation of mother. As a result, the mother more than half thought about the present conditions of the social participation with insufficiency, and teachers more than half felt it when the action of the school was insufficient. Making the curriculum promoting the social participation of children with the severe and multiple disabilities, the activity that utilized local resources since a primary schoolchild is necessary.