Individual Teaching Plan in School for Special Needs Education Reviewed from an Aspect of ICF

DOI
  • Mita T
    Kawasaki University of Medical Welfare
  • Mikami F
    Kawasaki University of Medical Welfare
  • Okada M
    Kawasaki University of Medical Welfare
  • Mita K
    Kawasaki University of Medical Welfare Seijoh University
  • Okada K
    Kawasaki University of Medical Welfare
  • Ando K
    Kurashiki School for Special Education

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Other Title
  • 国際生活機能分類（ICF）からみた特別支援学校の個別の指導計画

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Abstract

The present investigation aimed to review present situations in the teaching plan to individual students introduced in school for special needs education from an aspect of International Classification of Functioning, Disability and Health (ICF). The description on present situations was provided from 202 students with intellectual disability registered with school for special needs education. Their present situations were categorized into the components (body functions and structures, activities, participations and environmental factors) and the first level items of ICF, and the description ratio was then calculated. The results indicated that the rate of description corresponding to body functions and structures was low. Higher description ratio above 70% was observed in 7 of 9 items of the first level classification of activities and it increased with school years according to elementary, lower secondary and upper secondary department. Description ratio of 60% was determined in participation however assignment to the first level items was restricted to 2 of 9 items. Description rate in environmental factor was 86% with difference in the rate among the first level items. These results suggest that the ICF-based comprehensive understanding of present situation is useful for promoting the teaching plan to individual students with disabilities.

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