生涯発達を見据えた障害のある子どもの保育・教育の場の検討 : 育ちにかかわる母親のライフストーリーから

Special needs education began in 2007. Childcare for children with disabilities and children who need to be taken into consideration is provided reasonable considerations in the context on inclusion as in elementary school. However, the perception of special needs education differs from agency to agency and person to person. In addition, there is little research on children with intellectual or physical disabilities in early childhood care settings. So we do not know what kind of support children with different characteristics have received and developed in the same childcare education setting at different stages of their education. This study focused on “differences in disability characteristics” and “each age group of children from the beginning of special-needs education to the present,” and clarified aspects of transition in childcare and education settings, and places from the mothers’ narratives. The findings provide “support for lifelong development,” from the perspective of interaction with the environment. The results suggest the need for caregivers’ support during infancy, teachers’ collaboration to support the lack of relationships in elementary school and beyond, and the establishment of places of residence outside of “home” and “school.” The significance of this study is that it compares similarities and differences in how children with different characteristics need support, within the same childcare and educational settings.