発達障害のある児童の就学移行期における学校適応に関する要因—母親に対する調査より

Factors of school adaptation for school-age children with developmental disabilities: Mothers' perspectives

要旨：本研究の目的は，小学校の通常学級に就学した発達障害のある児童の就学移行期における学校適応に関する要因を，その母親より後方視的に調査し，検討することである．「養育者のレジリエンス」，「子どもの特性」，そして「社会的要因」を影響する要因の仮説とし，方法論的トライアンギュレーションの観点から検討した．結果より，発達障害のある児童は就学移行期に，高い不適応状況を示していた．子どもの学校適応には，「子どもの特性」から知的機能と適応機能の個体内差，感覚特性による困難性，そして「社会的要因」から学校環境と特別支援教育の課題が影響する要因であり，「養育者のレジリエンス」は影響が少ないことが考えられた．

　This study investigated the factors affecting children with developmental disabilities who have reached school age in adapting to their new learning environment. Data were acquired through mothers' recollections. The study was carried out using the methodology triangulation based on three hypotheses of “Resilience of their caregivers”, “Characteristics of the children”, and “Social factors” and how these affected their school adaptation. The results indicate that the children with developmental disabilities attending school showed high maladaptation. The factors affecting their school adaptation were their sensory characteristics and the intra-individual differences between the intellectual functions and the adaptive functions from “Characteristics of the children”, and school environment and the challenges of special needs education from “Social factors”. However, “Resilience of their caregivers” was not a significant factor in their school adaptation.