医療的ケア児をもつ母親の特別支援学校における付き添いの経験

Experiences of Mothers Accompanying Children Requiring Medical Care at Special Needs Schools

要旨

　目的：医療的ケア児をもつ母親の特別支援学校における付き添いの経験を明らかにする．

　方法：医療的ケア児の母親11名に半構造化面接を実施し，グラウンデッド・セオリーにて分析をした．

　結果：母親は【子どもに合う学校の選択】をしたが，【学校の医療的ケアへの戸惑い】を抱くことがあった．【子どもに適した学習環境づくり】に努めたが，戸惑いが続くと【現状への妥協】に至り，付き添いを継続した．一方，【教職員から受けた積極的な自立支援】を通じて【子どもの社会性への気づき】が促され，子離れを意識し始め，【子離れがもたらす自己再発見】に至った．付き添い中は【子どもの体調による心の揺れ】を抱え続け，他の経験と相互に影響していた．

　結論：母親の付き添いは，子どもの学習環境を整え，母親自身の役割再構築の過程であった．子どもの健康状態や心理社会的発達，母親の心の揺れをアセスメントした上で付き添いの在り方を検討する必要がある．

　Objective: This study explored the experiences of mothers accompanying children requiring medical care at special needs schools.

　Methods: Semi-structured interviews were conducted with 11 such mothers and analyzed using grounded theory.

　Results: The mothers had "Choosing the Right School for the Child". They sometimes felt "Uncertainty About School Support for Medical Care". They made efforts for "Creating a Learning Environment Suitable for the Child". However, when their questions remained unresolved, they ended in "Compromise with the Current Situation" and continued to accompany their children. On the other hand, through "Proactive Support for Independence received from the faculty", "Awareness of the Child's Social Development" was encouraged, and they began to be conscious of letting go, and reached "Self-Rediscovery through Letting Go of the Child". Additionally, the mothers still had "Emotional Turmoil Caused by the Child's Health Condition" while chaperoning their children, which interacted with other phenomena.

　Conclusion: The mother's accompaniment was a process of creating a learning environment for the child and reconstructing the mother's own role. It is necessary to consider the nature of the accompaniment based on assessments of the child's health status, psychosocial development, and the mother's emotional fluctuations.