養護学校高等部での個別計画に関する全国調査 : 個別移行支援計画の実践における点検に向けて

概要

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We surveyed 220 Japanese special high schools in order to understand their current practices of individualized plans, transition and post-school assistance, teachers' needs and perceptions in the present study. We found that the teachers, especially at the schools for student with intellectual disabilities, collaborated with local community agencies for transition and post-school assistance although they did not invite the agency staff over for conferences to develop the individualized plans. The opinions from students and parents were reflected in the individualized plans for instruction on only a limited basis. Some significant differences were found among the 3 types of special high schools and their characteristics were discussed. Following the discussion, 3 recommendations for the future practice of Japanese individualized transition support plans were outlined. We suggest increased collaboration with local agencies, parent participation in the transition planning process, and student involvement with self-determination in their own transition planning.
2002-03-31