日本における発達障害児に対する学校適応支援を目的とした作業療法の手段

Means of occupational therapy for school adaptation of children with neurodevelopmental disorders in Japan

要旨：本研究は，日本の小学校通常学級に在籍し特別支援教育の対象となる発達障害児に対し，平成29（2017）年度に行われた学校適応支援のための作業療法で用いられた手段の実態を調査することを目的とした．日本作業療法士協会に職域を「発達障害」の「臨床」と登録した1,594名の作業療法士を対象に，質問紙による全数調査を行い，回答を計量テキスト分析した．結果，日本で発達障害児に携わる作業療法士は1人職場が多く，幼児，学齢児ともに，「感覚・運動遊び」，ついで「物品・道具・遊具の操作」，「書字」，そしてセルフケアなどの手段が行われており，特に学齢児では「相談・指導・調整」の手段も重視されていた．学齢児に対する作業療法の検討が求められる．

　This study aimed to investigate the actual means of occupational therapy for school adaptation of children with neurodevelopmental disorders in Japan. The study took place from April 1st, 2017 to March 31st, 2018, and the subjects were occupational therapists for elementary students with neurodevelopmental disorders in a regular class and who received special needs education in Japan. An original questionnaire was mailed to 1,594 Japanese occupational therapists specializing in “Clinical” and “Neurodevelopmental” Disorders who were registered with the Japanese Association of Occupational Therapists. The responses were analyzed by quantitative textual analysis. As a result, both preschool- and school-age children were frequently practicing “sensory -motor play”, “manipulation of the goods, tools, and toys”, “writing” and “self-care”, etc. In particular, “consultation, guidance, and coordination” for environmental resources were also significant for school-age children. When considering such an intervention for school-age children with neurodevelopmental disorders, further study of occupational therapy for school adaptation in Japan is necessary.