知的障害養護学校の自閉性障害児教育に関する研究 : 全国実態調査からみた現状と課題

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This paper aims to present the status and issues of educational approach for autistic children, especially in special schools. For the purpose of this aim the national survey on special schools for the mentally retarded was conducted. As the results of the survey, special schools were enrolling more than 20% of autistic students among all students in special schools for mentally retarded, especially in elementary departments one for three students were autistic. Although the handicapping condition was in comparison with the national survey in early 90s, the developmental age of half number of autistic students was less than 4 years. In other words, there were many autistic students with severe mental retardation in special schools. The number of learning group set for autistic students has been increasing in each departments as compared with the early 90s survey. It is obvious that the grouping practice has been focusing on the autistic condition and specific approach has been made as better treatment for autistic children. Educational approach for autistic children was mainly characterized by teaching method from the view points of differences between educational approach for mental retardation and for autism. In practice specifc treatment focusing on their disability, tended to peculiar method including consideration of their tendencies based on the disability. These methods, considering the visual measures, using picture cards. getting good foresight for daily tasks and activities and so on, has been applied in education for mental retardation. Therefore it dose not seem that there is essential difference between education for intellectual disability　and for autism. From the national survey of special schools, the status of educational approach for autistic children, which has some similarities in eduration for mental retardation, needs some trials of the specific teaching methods focusing on their disability, especially in language acquisition and communication. In the trials tere are some vague practices advocating 'importance of individuahtv', 'intervention for individual differences', 'individualized instruction'. Finally some issues relating to the educational approach for autistic children are pointed out, such as relation between development and education, organizing educational goals, contents an methods, specific therapy.
奈良教育大学の論文

知的障害養護学校の自閉性障害児教育に関する研究 : 全国実態調査からみた現状と課題

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