2022 Volume 46 Issue 1 Pages 163-174
It is important that the support be person-centered, based on the needs and expressed preferences of the students with disabilities who study in regular classes. In reality, teachers and parents consider the support that students need, and students’ voices are not often reflected. This study clarifies the current situation of students with disabilities in regular classrooms and examines issues related to their support from their perspective. A questionnaire and interview survey of students with disabilities at Z University was administered. The results suggest that five points are significant in providing support to students with disabilities in regular classes: a teacher approach that assumes that the students can do most things by themselves; support for school life outside of class; relationships with teachers; students’ acceptance of their own disabilities; and respect for the independence of students. In each case, support should be provided alongside respect for the individual's needs and preferences. The subjects of this study had the ability to explain their disabilities, their challenges, and their past experiences during their primary and secondary education. There is a need to explore methods of research for people who have difficulty communicating verbally or clearly expressing their own intentions and thoughts.
