特別支援教育における学校での作業療法に関する研究—小学校通常学級をモデルとして

Occupational therapy for special education: Regular classrooms in elementary schools

要旨：本研究の目的は小学校通常学級に対する作業療法士(以下，OT)の介入内容と特徴を明らかにし，学校で働くOTの介入のあり方を提案することである．通常学級に介入経験を持つ10名のOTを対象に，介入手段や内容について半構成的面接を行った．その結果，介入手段として学校環境を評価し教員に介入する間接的介入が主に行われていた．小学校で活かされるOTの特徴に，学習しやすい環境や道具の工夫，生活全体を考慮した支援の考案が挙げられた．またOT介入の成功要因に，適切な評価，担任の児理解促進，担任が実行可能な支援の提案が挙げられた．小学校に関わるOTは教員と協働し，学校の文脈で児を評価し介入する必要があると考える．

　The purpose of this study was to investigate how occupational therapists intervene in regular classes of elementary schools and to propose what kind of school-based occupational therapy should be practiced in regular classes. Ten occupational therapists working in regular classes were interviewed about the content and focus of their intervention. The result showed that these occupational therapists provided mainly indirect services, while intervening in the students' environment and tasks. Two features of school-based occupational therapists were mentioned: intervening in the environment around the student and/or his/her occupation, and suggesting support plans taking into account the total life of the student. Also when school-based occupational therapy succeeded, four factors were mentioned: being able to evaluate adequately, enabling the teacher to understand the students' individuality, focusing on the teachers' policy, and suggesting support ideas which teachers can try easily. These results suggest that it is necessary for school-based occupational therapists to collaborate with teachers and provide services in a natural educational environment.