知的・発達障害児が教室内で利用するAssistive Technology Deviceの選定要因に関する調査

Factors influencing the selection of assistive technology devices in classrooms for children with intellectual and developmental disorders

要旨：本研究は知的・発達障害児が教室内で利用するAssistive Technology Device（以下，ATD）に関して，利用されているATDや選定に関する要因，導入の課題について明らかにすることを通して，作業療法士と特別支援学校教員における差異やATD導入における対策を検討することを目的として，インタビュー調査による質的研究を実施した．結果，利用されているATDは4つに分類された．また両者の差異はあるが，ATDの選定には個人要因に加えて，コストやATDの受け入れなど，様々な環境要因が共通して関連していた．ATD導入の課題解決に向けては，情報共有や他職種との連携強化の必要性が示唆された．

　This study aimed to examine the differences between occupational therapists and special needs schoolteachers and consider strategies for the introduction of Assistive Technology Devices (ATDs) by clarifying the usage status, selection factors, and challenges in the implementation of ATDs for children with intellectual and developmental disabilities in the classroom. We conducted a qualitative study through interviews. As a result, the ATDs in use were categorized into four distinct types. Although there were differences between the two groups, the selection of ATDs was commonly influenced not only by individual factors, but also by various contextual factors, such as cost and the acceptance of ATDs. To address the challenges related to the implementation of ATDs, the findings highlight the importance of information sharing and interdisciplinary collaboration.