特別支援学校の教員と作業療法士による事例検討会の試み

Group meetings between an occupational therapist and special support teachers: A case study

要旨：特別支援学校の教員は作業療法士（以下，OT）に，生徒の指導について日常的に相談できる状況を求めている．本研究では，OTの技術を特別支援教育に効果的に反映させる方法として，OTと6名の教員が，月に1回，合計6回の事例検討会と4回の講義を行い，教員が生徒指導の方向性を見出したプロセスを検討した．その結果，教員がOTのスーパーバイズのもとで生徒指導の方向性を見出すことができた事例が6例中3例あり，それらは生徒の評価，問題点の抽出，目標の設定，解決方法の提案のプロセスを確認でき，解決方法が見出せた事例であった．また教員からの評価は，生徒への対応が改善した，教員のできる介入が増えたことが挙げられた．

　Teachers working with special needs students often require the advice and support of an occupational therapist (OT) when they experience particular difficulties in supporting their students. However, the limited availability of OT resources makes it challenging to satisfy this requirement. This research involved group meetings between teachers and an OT using multiple case studies to provide the necessary OT resources for teachers, and examined the process of determining the direction of the support needed by the students through group meetings. Results indicate that there were some cases where direction could be ascertained, specifically where we could be explicit about evaluating a particular student, understanding student problems, instituting supporting goals, and proposing ways to solve students' problems. The case study approach improved support for teachers and their students, and increased access to intervention.