Current situation of educational guidance for students with developmental disorders in ordinary class of junior high school - Survey of difficulties of teachers

Abstract

The Ministry of Education, Culture, Sports, Science and Technology have mentioned of necessity to positively respond to students who need special educational support. Intervention by medical professionals is considered necessary for junior high school students who have developmental disabilities (or are supposed to be) (hereinafter referred to as junior high school students with characteristics of developmental disorders), while intervention in junior high school students with characteristics of developmental disorders. There are very few previous studies of focused occupational therapy intervention. Therefore, in this research, we concretely conducted a questionnaire survey on what teachers felt by teaching the learning and behavioral aspects of junior high school students with characteristics of developmental disability. Recruitment was carried out two public junior high school locate in Tokyo through authors’ networks. The data was gathered by questionnaire which had four questions; (1) years of experience as a junior high school teacher, (2) experience of engaging in special support education, (3) experiences in teaching students with developmental disorders, (4) difficulties felt on teaching students with developmental disorders by freedom describe. Eighteen teachers participated voluntary. Six teachers had worked over twenty years. Ten teachers used to work at special support education facilities. Thirteen teachers had not experienced teaching for students with characteristics of developmental disorders. Difficulties felt on teaching students have been divided into 9 categories such as difficulties to communicate, difficulties to proceed education. These findings suggested the needs of assistance for teachers by health profession.