重度・重複障害児の造形活動における意欲と能力発揮を基軸としたQOL評価法の開発

本研究は，重度・重複障害児を対象とした造形活動におけるQOL評価法の開発を目的とした。本研究では造形活動におけるQOLを，“周囲の人たちとの関わりを基盤とし，造形活動特有の教材教具の使用や制作工程を通して，重度・重複障害児が意欲的に活動できると共に，自らが有する能力を最大限発揮できる状態”と定義し，意欲と能力発揮とを構成要素とするルーブリックを作成した。その後，授業場面を撮影したビデオ映像を用いて11段階の手順で評価を行い，単位時間あたりのQOLの状態を量的に示した。評価方法の妥当性の検証では，特別支援学校小学部の重複障害学級で３期のアクション・リサーチを実施し，児童４名のQOL評価結果について担任教員と筆者による評価結果の一致率の算出，及び「重みづけκ係数」による一致状況の検証を行った。その結果，本研究で開発したQOL評価法には一定の妥当性が認められた。

The aim of this study is to develop a quality of life (QOL) evaluation method based on engagement and performance for children with profound intellectual and multiple disabilities in a formative activities class. QOL in relation to formative activities in this study is defined as children with profound intellectual and multiple disabilities being able to perform activities in a highly motivated manner, and maximize their abilities through involvement with the people around them, by using the educational materials and instructional tools unique to formative activities. A rubric was created with constructional elements that included their engagement and performance. For enhancing reliability and validity, QOL was assessed based on 11 procedures video-recorded during the formative activities in an art class, and digitizing the children’s QOL conditions per class. For verifying the QOL evaluation method, the author conducted the Action Research thrice at a multiple disabilities class in the elementary division of a special needs school. Then, the homeroom teacher and the author evaluated four children’s QOL conditions and measured their agreement. The concordance correlation coefficient was calculated by “weighted κ for multiple categories.” Hence, the QOL evaluation method is effective in measuring the children’s actual QOL conditions.