2021 Volume 45 Issue 1 Pages 151-160
Evaluation of independence is necessary for fostering "independence" of children and students and verifying the teaching effect, but there are few studies that evaluate the independence of children with intellectual disabilities. In this study, a questionnaire survey was conducted in order to examine a questionnaire for teachers of special school to evaluate the independence of children with intellectual disabilities. As a result of factor analysis, the created questionnaire is thought to be related to the state of the individual in the relationship with the surroundings, "behavior adjustment according to the surrounding situation", "decision-making / expression", "to own activity" It was composed of three factors: "Aggressive efforts of." Each factor tended to be highly evaluated when the students were older. In addition, the mild group with intellectual disability was evaluated higher for each factor than the severe group. On the other hand, in the mild group, up to junior high school was highly evaluated when they were older, but the evaluation for high school students was lower than that of junior high school students. It can be said that intentional guidance for the development of independence is necessary based on the characteristics of each group's evaluation.
