Means of occupational therapy for school adaptation of children with neurodevelopmental disorders in Japan

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  • Sukegawa Ayako
    Occupational Therapy Major, Department of Rehabilitation, Faculty of Health Sciences, Tokyo Kasei University Doctor Couse, Department of Occupational Therapy, Graduate School of Human Health Sciences, Tokyo Metropolitan University
  • Ito Yuko
    Department of Occupational Therapy, Graduate School of Human Health Sciences, Tokyo Metropolitan University

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Other Title
  • 日本における発達障害児に対する学校適応支援を目的とした作業療法の手段
  • ニホン ニ オケル ハッタツ ショウガイジ ニ タイスル ガッコウ テキオウ シエン オ モクテキ ト シタ サギョウ リョウホウ ノ シュダン

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This study aimed to investigate the actual means of occupational therapy for school adaptation of children with neurodevelopmental disorders in Japan. The study took place from April 1st, 2017 to March 31st, 2018, and the subjects were occupational therapists for elementary students with neurodevelopmental disorders in a regular class and who received special needs education in Japan. An original questionnaire was mailed to 1,594 Japanese occupational therapists specializing in “Clinical” and “Neurodevelopmental” Disorders who were registered with the Japanese Association of Occupational Therapists. The responses were analyzed by quantitative textual analysis. As a result, both preschool- and school-age children were frequently practicing “sensory -motor play”, “manipulation of the goods, tools, and toys”, “writing” and “self-care”, etc. In particular, “consultation, guidance, and coordination” for environmental resources were also significant for school-age children. When considering such an intervention for school-age children with neurodevelopmental disorders, further study of occupational therapy for school adaptation in Japan is necessary.

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