任 龍在

Purpose This study aimed to clarify the challenges and improvement tasks regarding in-school medical support from the perspectives of school nurses. Method A focus group interview was conducted with five school nurses responsible for in-school medical support for children with severe and multiple disabilities. The interview data were analyzed using the constant comparative analysis method. Results The advantages of school nurses in providing medical support are as follows: a sense of fulfillment from seeing students' growth, a sense of belonging from returning to society, and satisfaction from being recognized for their professional expertise. The challenges faced by school nurses in providing medical support are as follows: a lack of School nurses, low salary and job insecurity, absence of guidelines, difficulties in relationships with parents, and difficulties in coordination and cooperation with teachers. The priority tasks identified by the participants to address these challenges are as follows: reasonable salaries, job security (guaranteed tenure), establishment and dissemination of guidelines, and implementation of a medical support record system. Conclusion The implications and limitations of this study suggestions for follow-up studies were discussed.

Purpose This study aimed to investigate the characteristics, levels, and relationships between body image (BI) and quality of life (QOL) among adolescents living with congenital physical disabilities in Korea. Method The web-based self-report survey was conducted with 135 adolescents with physical disabilities in Korea. The survey questions included demographic variables, the Multidimensional Body-Self Relations Questionnaire (MBSRQ), and the World Health Organization Quality of Life Brief Version (WHOQOL-BREF). Data analysis was performed using descriptive statistics, Cronbach's α, t-test, one-way ANOVA, and Pearson correlation analysis. Results The mean BI score was 3.00±.46. By domain, the mean scores were as follows: Health evaluation (3.28±.73), Health orientation (3.24±.63), Fitness orientation (3.07±.63), Appearance orientation (M=2.94, SD=.69), Fitness evaluation (M=2.85, SD=.93), and Appearance evaluation (M=2.63, SD=.75). The mean QOL score was 3.28±.61. By domain, the mean scores were as follows: Environment (M=3.43, SD=.71), Social relationships (M=3.36, SD=1.04), Physical (M=3.28, SD=.66), and Psychological (M=3.02, SD=.66). Furthermore, BI significantly differed according to gender, age, type of disability, and activities of daily living (ADLs), while QOL significantly differed according to gender, age, and ADLs. All domains of BI, except for appearance orientation, were strongly positively correlated with QOL. Conclusion The results of this study indicated that the BI and QOL of Korean adolescents with physical disabilities are generally positive. Gender, age, and ADLs are significant predictors of both BI and QOL among adolescents with physical disabilities in Korea. Additionally, physical fitness and health-related BI are more strongly associated with QOL than appearance-related BI. These findings highlight the need for targeted interventions that consider these factors to improve the healthy growth and development of this population.

本研究では，特別支援学校（肢体不自由）に在籍する外国籍児童を担任する教師が抱える困難とその対応を明らかにすることを目的とした。中国籍児童を担任する計７名の教諭を対象にインタビュー調査を行い，グラウンデッド・セオリー・アプローチ法を参考に分析した。その結果，１年生担任からは〈日本語理解の困難〉，４年生担任からは〈文化の違いによる困難〉，〈日本語理解の困難〉，〈児童の反応を見取る困難〉のカテゴリーが抽出され，対応は担任個人レベルで行っていることが分かった。結果からの示唆は①文化の違いを理解し，互いの文化を尊重する態度を身につける，②校内で通訳の制度を活用できるよう整備する，③母語を話す教職員の登用を検討する，であった。今後は，特別支援学校に在籍する外国籍児童の実態を把握するとともに，障害に加えて言語や文化の違いによる教育上のニーズについて関心を高めていくことが重要であると推察される。

Purpose: This study aimed to clarify the challenges and improvements regarding in-school medical support. Method: A focus group interview was conducted with seven parents of children with severe and multiple disabilities. The interview data were analyzed using the constant comparative analysis method. Results: The challenges of in-school medical support included three themes and nine subthemes, and the improvements consisted of three themes and nine sub-themes. First, the three themes of challenges were as follows: (1) challenges of parents, (2) challenges of schools, and (3) challenges of hospitals. Next, the improvements were as follows: (1) improving awareness of medical support, (2) establishing a national medical support system, and (3) improving school nurse’s working conditions and work environment. Conclusion: Based on the results of this study, the implications of this study, its limitations and suggestions for follow-up studies were discussed.

Objectives The medical support policy for students with severe and multiple disabilities (SSMD) was adopted as one of the 2017 National Base Plans. The purposes of the present study was to clarify the contents of medical support policy for SSMD, and to derive future tasks to be solved by the nation, the office of education, and school. Methods The analysis data were 42 official documents published between 2017 and 2022. The 42 documents were analyzed by content analysis. Each content was classified into ‘planning’, ‘preparation’, ‘implementation’, and ‘evaluation’ stages, and divided into the finished and unfinished tasks. The future tasks were selected from the finished and unfinished tasks. Results First, the 42 documents of medical support policy for SSMD were classified into four stages. The planning was the most common with 19 cases (45.2%), and followed by preparation with 13 cases (31.0%), implementation with 7 cases (16.7%), and evaluation with 3 cases (7.1%). Second, after analyzing the finished and unfinished tasks, the 4 future tasks were selected: (a) Law revision, (b) Policy support and institutional improvement, (c) Collaboration of related departments, (d) Budget expansion. Conclusions In order to provide more stable and systematic medical support to SSMD, it is necessary to focus on law revision based on experimental operation for medical support at the school level, promotion of policy support and system improvement at the national levels, promotion of disability understanding, collaboration of related departments, and expansion of qualitative research.

本研究では，知的障害特別支援学校における国際理解教育の充実に向けた試みとして韓国の言語と文化に着目した授業を行い，授業の準備・実施・評価の一連のプロセスを分析し，国際理解教育が知的障害特別支援学校の継続的な取組みの１つとして位置付けられるためのヒントを得ることを目的とした。授業者は学部生６名（韓国人４名，日本人２名）であり，知的障害特別支援学校中学部の生徒18名を対象に授業を行った。分析は，授業の準備過程と授業当日の映像，当日の指導案，そして授業後に調査した質問紙をもとに行った。本研究により，国際理解教育が知的障害特別支援学校の継続的な取組みの１つとして位置付けられるためには，授業に対する見方・考え方の違いを尊重すること，授業に参加する校内外の関係者間の連携及び協力，授業に関する先行研究及び関連資料等の有効な活用が重要と推察された。今後，本研究で得られた知見をもとに，国際理解教育の実践研究を続けていきたい。

本研究では，知的障害教育と発達障害教育を中心に，日本の特別支援教育におけるICTの利活用に関する研究動向について明らかにすることを目的とした。研究方法は文献研究であり，対象文献は学術情報検索サービス（CiNii）を用い，「知的障害」「発達障害」「ICT」をキーワードで検索して得られた学術論文115件とした。分析では，研究者のICTへの関心度を確認するために年別での発表件数の推移を整理した。次に，研究者の関心分野を確認するために，論文の内容をもとに，ICTの利活用方法を３つのカテゴリー（教材教具・環境整備・支援技術）に分類した。最後に，研究者の関心があるキーワードを確認するために，キーワードに含まれる語句の出現回数をカウントした。その結果，研究者の関心度については，知的障害教育に関する論文の発表件数が増加してきているのに対し，発達障害教育に関する論文は2015年をピークに減ってきていることなどが明らかになった。

The purposes of this study were to investigate the social distance on persons with developmental disabilities, and factors affecting the social distance on persons with developmental disabilities in elementary school teachers. The participants of this study were 213 elementary school teachers in Busan, South Korea. Self-administered questionnaires were used to identify personal characteristics, disability-related contact experience, and the social distance on persons with developmental disabilities of participants. The social distance questionnaires were consisted with 2 sub-domains and 11 items. The Likert 5-point scale was used. The data were analyzed using descriptive statistics, exploratory factor analysis, t-test, one-way ANOVA. The results were as follows: First, the mean scores of ‘social distance’ on persons with developmental disabilities was 3.89 (SD=65). Mean scores of social distance sub-domains were ‘social’ 4.14 (SD=.67) and ‘private’ 3.44 (SD=.78). Second, the social distance on persons with developmental disabilities was associated with ‘age’, ‘having close friends with disabilities’, and ‘the experience of being participated in volunteer activities related to people with disabilities’. Based on the above results, this study was suggested to the direction to narrow the social distance on persons with developmental disabilities in elementary school teachers.

The purposes of this study were to investigate the actual status of disability-related contact experiences, the social distance on students with disabilities (SDSD), and factors affecting SDSD in elementary school students without disabilities. The participants of this study were 379 elementary school students (fifth and sixth grades) in Busan, South Korea. Self-administered questionnaires were used to identify personal characteristics, disability-related contact experience, and SDSD of participants. The data were analyzed using exploratory factor analysis, t-test, one-way ANOVA, two-way ANOVA, and Pearson correlation analysis. The results were as follows: First, in terms of direct experience related to disability of elementary school students, 289 (76.3%) had experience of meeting people with disabilities, 153 (40.4%) had experience of being in the same class as students with disabilities, 140 (36.9%) had experience of helping students with disabilities in the learning and daly living, 46 (12.1%) had experience of being participated in volunteer activities related to people with disabilities, and 14 (3.7%) had family members and relatives with disabilities. In terms of indirect experience related to disability of elementary school students, 247 (65.2%) had experience of watching related to disability video media and 142 people (37.5%) had experience of reading book media. Second, the mean of SDSD was 2.08(SD=76). Third, the SDSD was positively associated with the experiences helping students with disabilities in the learning and daly living(F=4.46, p<.05). Based on the above results, this study was attempted to propose a direction to narrow SDSD through the disability-related contact experiences of students with and without disabilities.

本稿では，学校教育の各現場で求められる特別支援教育の今日的な課題のうち，病弱教育，特に小児がんの患者への教育的支援について検討を行った。その際，インクルーシブ教育とアフターコロナの教育再構築を視点に加え，教育制度，教育的支援の必要性とその意義，心理的支援，心理的支援を含んだ教育実践の側面など，多角的な視点をもって小児がん教育の現状と今後の課題に迫った。いずれの検討からも，「切れ目のない教育的支援の継続保障」を中心に，療養に伴い拡大する児童生徒や保護者のニーズに対応するために，実践現場でICTを活用することの意義と具体的方法を関係者間で共有することの必要性が示唆された。また特段，義務教育の範疇から外れた高等学校以降の段階で，当事者がおかれる現状を詳細に把握し，そのライフステージの独自性に沿った体制整備を構築することが，喫緊の課題であることも指摘された。

Purpose: The purpose of this study was to investigate the characteristics of disability acceptance of one family who accepted a child’s Duchenne muscular dystrophy (DMD) successfully based on family relationships. Method: Individual semi-structured interviews were conducted with a family of three, JAKE with DMD, his mother and father living in a big city in South Korea. Results: The results were as follows: 1) The happiness levels of all participants began to decrease rapidly when JAKE was diagnosed as DMD and began to increase rapidly when JAKE started using a wheelchair. 2) Participants affected each other in their disability acceptance. Especially, parents were heavily influenced by JAKE’s disability acceptance process. 3) The common factors affecting their disability acceptance were events related to the “shock” and “acceptance” stages, such as DMD diagnosis of JAKE, DMD notice to JAKE (transferring to a special school) and starting wheelchair use. Conclusion: In order to create effective support and services for children with DMD and their families, it is necessary to focus on the importance of the entire family’s disability acceptance, common factors affecting the entire family’s disability acceptance, and strong relationships among family members.

The purposes of present study were to clarify whether it's possible to use the Interaction with Disabled Persons (IDP) to Japanese undergraduate students, and to examine the level of experience with disabilities and the level of their attitudes toward persons with disabilities and the influence that the types of contact experience has on their attitudes. The participants of this study were 193 undergraduate students (first and second grades) of G University in Japan. The data were analysed using exploratory factor analysis, t-test, and One-way ANOVA. The results were as follows: 1) The mean of the level of public direct-experience was 2.54(SD=1.36), private direct-experience was 1.71(SD=1.08), and indirect-experience was 3.21(SD=1.02). 2) The total mean of the level of their attitudes toward persons with disabilities was 3.24(SD=.41), and 2.38(SD=.73) in Discomfort, 3.90(SD=.61) in Sympathy, 3.30(SD=.79) in Vulnerability, 3.57(SD=.89) in Perceived Level of Information. 3) There were statistically significant differences depending on gender, the level of public direct-experience, the level of indirect-experience. The results of this study revealed that it is worth noting that public direct-experience is more important than the other variables in order to promote positive changes of Japanese undergraduate students' attitudes toward persons with disabilities.

Purpose: The purpose of this study was to clarify the assessment problems and coping methods of veteran special educators who were in charge of children with severe and multiple disabilities(SMD). Method: The participants were eight elementary special educators (five females and three males) who were in charge of children with SMD in special schools for children with physical disabilities. Semi-structured interviews were conducted with each participant. Results: 1) The participants were using three types of assessment such as information gathering from former class teachers and parents, assessment instruments, and behavior observation. Especially, behavior observation was the best part of them. 2) The participants have problems in the use of assessment instrument, analysis of behavior observation, teaching based on assessment results, explanation on assessment results and teaching plan (including Individualized Education Plan), and personal relationship. 3) Their coping methods for assessment problems were repeated confirmation and verification, advice from fellow teachers, and case meetings in schools. Conclusion: The above results of this study were compared with previous studies, and effective assessment methods for children with SMD were discussed.

The purpose of this study is to clarify current situations and issues of higher special education institutions in China. Data were collected from 21 higher special education institutions with three methods: literature review, phone surveys and in-person interview. First, the results of this study showed that hearing impairment and visual impairment are two main types of disabilities of students receiving higher special education. On the other hand, only a few institutions have offered higher special education for students with other disabilities, such as physical disability, speech and language disabilities, and intellectual disability since 2015. Second, most institutions offer the undergraduate majors or vocational training programs, and they are more likely to have majors such as art, design and Chinese medicine. A small but growing numbers of institutions establish new majors such as teacher education, inclusive education majors, and graduate school for students with disabilities. Third, provinces with both higher GDP and more population have many higher special education institutions (e.g., Guangdong, Jiangsu, Shangdong, and Henan). On the other hand, Hainan, Ningxia, Qinghai and Xizang, with both lower GDP and less population, have no higher special education institutions at all. This study suggests that it is necessary to establish the related laws and policies for higher special education institutions (e.g., creating various majors for students with disabilities, compilation of special budget for students with other disabilities except for hearing impairment or visual impairment, and compilation of national budget for several provinces having no higher special education institutions).

Purpose: The purpose of this study was to clarify the problems and coping strategies of special educators providing itinerant education for students with severe and multiple disabilities in Japan. Method: The study participants were 4 special educators providing itinerant education in the Y Special School, located in X prefecture, Japan. Semi-structured interviews were conducted with each participant. Results: The problems of itinerant education were divided into 4 categories: The student's disability and health, the teaching method, the relationship with parents, and the teaching time and environment. The coping strategies on each problem were as follows: First, regarding the coping strategy on the studenti s disability and health, participants considered the health condition of the children first and required parents to be on standby. Second, regarding the coping strategy on the teaching method, they either consulted with other teachers or kept the teaching notes in order to resolve the limitations of one-to-one teaching, the sense of distance between other teachers working in the school, and so on. In addition, some of them tried to have teaching days at the school. Third, regarding the coping strategy on the relationship with parents, they either shared information with the former itinerant education teacher or made one-to-one teaching time in order to resolve a difficulty informing the relationship with parents, a tension arose due to the supervision by parents, and so on. Fourth, regarding the coping strategy on the teaching time and environment, they either arranged the teaching days in a row or carefully chose teaching materials and tools in order to resolve the lack of teaching time, limited space at home, lack of teaching materials and tools, and so on. Conclusion: The results of this study revealed that special educators rely on their own knowledge and experience to cope with the problems of itinerant education. Therefore, it would be necessary to investigate and improve itinerant education not only at the individual level, but also at the school, city, prefecture, and national level.

Purpose: The purpose of this study is to investigate the body image and QOL (Quality of Life) of students with physical disabilities in Korea and to analyze relations between the body image and the QOL. Method: The participants of this study were 5th and 6th grade elementary school, middle school and high school students with physical disabilities among the students in special schools, special classes, and inclusive classes in Korea. They took a self-assessment questionnaire (4-point Likert scale). For data analysis, t test, One-way ANOVA, and Pearson's Correlation Analysis were conducted with 205 questionnaires. Results: First, the mean of the body image of students with physical disabilities was 2.50 (SD = .65). The results of this study showed significant differences depending on gender, a type of disabilities, degree of disability, whether to have a pain at ordinary times, and communication. Second, the mean of the QOL of students with physical disabilities was 2.74 (SD = .52). The results of this study showed significant differences depending on school course, a type of disabilities, degree of disability, whether to have a pain at ordinary times, communication, and activities of daily living. Third, the body image of students with physical disabilities had positive correlations with their QOL. But there was no significant correlation between 'the effort for changing appearance' of body image, and 'meaningfulness', 'initiative', and 'affectivity' of the QOL. Conclusion: This study clarified that the body image of students with physical disabilities had significant relations with their QOL. In future studies, it will be necessary to focus on the effect of the body image of students with physical disabilities in order to improve their QOL.

平成27年12月7日に群馬県前橋市にて「前橋市手話言語条例」が制定された。前橋市手話言語条例の上程プロセスには以下の特徴がある。①議員提案による政策条例であったこと、②全会派の議員らによって条文を作成し議長名で提案されたこと、③当事者団体だけでなく、医療、教育、災害に関する専門家から意見聴取しながら作成されたことという 3 点である。本稿では、前橋市手話言語条例の成立過程に注目し、このような極めて珍しい形で条例が制定できた過程を明らかにするとともに、その議員提案の上程プロセスにみる当事者関与の可能性について検討し、その地域の当事者団体の力量に適した当事者参加の「形」の設定の有無が、当事者性の発揮に影響を与えることを明らかにした。また、専門的な視点や知識を持ち、ろう者の思いを汲み取りながら的確な指摘のできる専門家が条例作成に関与することで、当事者自身がわからないような視点にも深く切り込んだ政策条例とすることが可能となることも示唆さた。

ベトナムで特殊教育を学ぶ大学生を対象に、肢体不自由児のイメージおよび肢体不自由教育観を調査した。回答学生の多くが肢体不自由児と接触経験があり、接触場所は特殊学校（盲・聾・知的）が多かった。肢体不自由児について、生活能力に関してはADL、書字、コミュニケーションとも「自立している」とイメージする学生は少なく、介助があればできるとの認識であった。教育・リハビリ訓練の場としては、いずれも障害児センターの回答が最も多く、接触場所として多くあがった特殊学校は、リハビリ訓練の場としてあげる学生は少数いたが、教育の場としてはあがらなかった。教育観について、特殊教育教師として重要なことは、愛情や忍耐等精神的なことが多くあがった。一方、肢体不自由教育観については、教科指導より歩行訓練や日常生活訓練、コミュニケーション等の技能を重要しており、技能偏重といわれるベトナム人の教育観を反映した結果となった。

ホーチミン市における重複障害児の教育に対する保護者のニーズを明らかにすることを目的に、リハビリテーションセンター、在宅の重複障害児の保護者および障害児センターの職員を対象に調査を行った。調査は、1.重複障害児の疾患、ADL等に関わる内容、2.保護者の属性と教育に対するニーズに関わる内容から構成した。重複障害児の疾患は脳性まひがおよそ80%を占めていた。また、障害児センターの重複障害児はこれ以外の群に比べてADL得点が有意に低い状態にあった。将来のために今必要とすることについては、リハビリテーション訓練への強い要望が共通してあげられた。一方で、現在の不安や将来の要望、特殊教育学校の設置希望などについては、子どもの障害の状態の影響とあわせて、保護者の経済状況等、重複障害児を取り巻く社会的要因が関与することが示唆された。

ホーチミン市G富学校の現状と課題について、幼児児童生徒および教職員の実態、教育諜税といった観点から明らかにした。G富学校に在籍する視覚障害児 261名中、180名 （69.0%）が全盲、81名 （31.0%）が弱視であり、また261名中 83名（31.8%）が重複障害児であった。教職員については、特殊教育を学んできた者より、特殊教育以外を 学んできた者の方が多かった。教育課程については、教科学習が可能な視覚障害児は午前中近隣の小中学校でインクルーシブ教育を受け、午後は盲学校で障害に応じた指導を受けていた。教科学習が難しい場合は、盲学校で午前中から障害に応じた指導を受けていたが、ベトナムは課程主義を採用しているため、重複障害児を中心に過年の生徒が多 く見られた。面接調査の結果からは、教育課程編成以外に、教員の質および卒業後の進路が課題としてあげられた。

本研究では、ホーチミン市師範大学特殊教育学部における教員養成の実態について、カリキュラムの分析を行った。特殊教育学部のカリキュラムは基礎科目(32単位)、専門基礎科目(35単位)、専門科目(52単位)、教育実習(10単位)、卒業論文(6単位)の合計135単位で構成されており、特殊教育に関する科目は71単位であった。カリキュラムの特徴としては、(1)インクルーシブ教育の重視、(2)早期教育の重視、(3)特殊教育に特化したカリキュラムの編成、(4)知的障害が必修であることがあげられた。このうち(1)、(2)、(4)については、2010年のカリキュラム改訂により見られた特徴であり、特に(1)と(2)については、近年のベトナムにおける教育全体の施策を受けて改定した内容であると思われる。また、(3)については、ベトナムでは原則1つの専攻において1つの資格しか取得できない教員養成制度となっており、そのために教科に関する科目が少ないのではないかと考えられた。

本研究では、重度・重複障害教育に携わるベテラン教師が自身の専門性をどのように認識し、どのようなプロセスを経て成長してきたのかについて検討することを目的とした。研究対象は特別支援学校教師4名であり、調査方法は半構造化面接による形式で行われた。その結果、まず「子どもの理解」「教育への熱意」が重要な専門性として強調され、この分野においてより成長するためにはこれらの専門性に注目する必要があると推察された。次に職能成長の特徴を見ると、契機の内容が「出会い」(初任期)から「地位」「勉強」「実践」へと変わってきた特徴が見られた。飛躍的な成長が見られた時期は、おおむね7・8年から12・13年の間に集約された。その期間に大きな変化が見られた専門性とは、「子どもの理解」に関する「子どもを見る観点(A,C,D)」であった。このことから、教師の職能成長を進展させるには、初任期の熱意を高めて維持するとともに、子どもを理解する専門性を身に付けさせるための指導及び支援が重要であることが示唆された。

The purposes of present study were to analyze the teachers' professionalism in the education of children with severe and multiple disabilities, and to determine effects of teaching experience in special education and curriculum organization on teachers' perception of their professionalism. A teachers' professionalism questionnaire was developed and administered to 361 teachers in special schools for children with physical disabilities. Exploratory factor analysis revealed a 5-factor solution, in which the factors were professional knowledge and skills, understanding of performance, collaboration-based teaching, enthusiasm for education, and children's health care. A 2-way ANOVA pinpointed the 2 main trends. First, all aspects of teachers' professionalism except for "enthusiasm for education" increased with years of experience. Second, teachers in charge of a curriculum aimed at training for independent living (Jiritsu-katsudo centered curriculum) had significantly less "understanding of performance" than did teachers of a curriculum designed for children with intellectual disabilities (intellectual disabilities curriculum).

本研究では、肢体不自由教育と病弱教育における重度・重複障害教育の研究動向とその課題について明らかにするために、1990年度から2008年度までの日本特殊教育学会発表論文集に掲載された論文を分析した。その結果、重度・重複障害教育の研究は、肢体不自主教育を中心に行われてきたことがあげられた。研究主題は、自立活動と外部刺激に対する反応が多かったO まず前者では、身体の動き（1990年代）からコミュニケーション（2000年代）への変化が特徴付けられるが、これは研究が偏っていることも示すものである。次に、後者では、反応指標自体を目的とした研究（1990年代）から、教育活動の補助手段として反応指標を活用する研究（2000年代）への転換が見られた。今後の課題として、自立活動の6区分を偏らないように研究すること、反応指標を現場でうまく活月3すること、病弱教育から重度・重複障害教育に関する研究をすること、などが求められると考えられる。

The purpose of this study was to clarify the development process and problems of Individualized Education Plan (IEP) forms in japanese special school, and to investigate the attitude differences between form-making teachers and form-using teachers. Two from-making teachers and three form-using teachers at T special school were interviewed. From the interview data analysis, seven problems of IEP forms emerged: Lack of form investigation, Hasty form-making, Maladjustment of forms, Lack of professionality, Biased viewpoint, and Lack of form items. With regard to the development process of IEP forms, form-making teachers and form-using teachers could not have a frank exchange of views and common understanding. But, all of them agreed that teacher's professional development is very important for successful IEP.

The purpose of this study was to clarify the relationship between teachers’ perceived job characteristics and satisfaction for children with severe and multiple disabilities in schools for the physically challenged. Hackman and Oldham’s (1980) job diagnostic survey (JDS) was translated into korean, and administered to 285 teachers. A factor analysis revealed the following: 1) Job characteristics had five main factors "Task identity (including Autonomy)", "Skill variety", "Feedback from co-workers", "Feedback from job", and "Collaboration with parent or specialists". 2) Critical psychological states had three main factors "Responsibility for work outcomes", "Knowledge of results", and "Meaningfulness of the work". A path analysis showed the following: 1) From job characteristics to job satisfaction, significantly positive path was not observed in the teachers with less than 5 years of teaching experience in special education(TESP). 2) In the teachers with 6~13 years of TESP, a significantly positive path was only observed in "Feedback from co-workers" to "Knowledge of results". In the teachers with more than 14 years of TESP, significantly positive paths were observed in "Feedback from job" and "Skill variety" to "Knowledge of results". 3) From "Collaboration with parent or specialists" to job satisfaction, a significantly negative path was observed in the teachers with 6~13 years of TESP and the teachers with more than 14 years of TESP.

本研究の目的は、肢体不自由養護学校における重複障害学級担任教師のとらえる職務特性を探索し、特殊教育教職経験を基準として2群に分け、抽出された職務特性が彼らの職務満足感に及ぼす影響について明らかにすることである。Hackman and Oldham (1980)のJDSを翻訳し、重複障害学級担任教師352名を対象に質問紙調査を実施した。因子分析の結果、職務特性は5因子(仕事の主体性、知識・技能の多様性、先輩・同僚から伝えられる意見や評価、仕事自体から得られる自己評価、保護者や他の専門職との連携)が、心理状態は3因子(仕事に対する責任感、仕事に対する把握感、仕事に対する有意味感)が得られた。その後、教職経験による差異を検討するため、経験の長い・短い群のパス解析を実施した。経験の長さにかかわらず、「仕事の主体性」と「仕事自体から得られる自己評価」は「仕事に対する有意味感」を喚起し、「職務満足感」に影響を及ぼしていた。一方、「仕事に対する把握感」から「職務満足感」への影響では、経験の長い群のみが有意であった。これらのことから、重複障害学級担任教師の職務満足感を高めるには「仕事の主体性」と「仕事自体から得られる自己評価」の水準を向上させる必要があり、経験の差が見られた「仕事に対する把握感」についてはより具体的な検討が必要であることが示唆された。

全国の肢体不自由養護学校を対象とし、地域の小・中学校等に在籍する障害のある児童生徒に対する地域支援の現状と課題に関する調査を行った。多くの肢体不自由養護学校が校務として地域支援に取り組んでいる現状が明らかになった。しかし、校務へ位置づけた時期、事例数、担当者の業務の状況、支援地域の設定等から、支援の展開には課題が残されていることが示唆された。肢体不自由養護学校には、通常学級の教師に対して、肢体不自由児の認知特性と学習の困難に対する気づきと理解を促進する支援を行うことが求められるが、現状では身体の不自由さに着目した支援が主として行われており、認知特性や学習の困難さを考慮した支援は少ないことが看取できた。肢体不自由養護学校においては、教科指導の専門性を再考し、その専門性をもとにした地域支援を構築していくことが今後の課題である。