Abstract
In this study, we examined the difficulties that teachers in schools for the blind face when they first take charge of child with deafblindness, and the processes they go through to resolve these difficulties. We interviewed seven teachers with professional expertise in deafblind education about the difficulties they faced when they first took charge of child with deafblindness and the turning point that led to resolutions and created a process for resolving difficulties. As a result, we found that teachers faced difficulties in communication, understanding the target children, and instruction, they all resolved the communication difficulties first. In addition, two types of problem-resolving processes were identified: one was: long-term resolution type and the other was: short-term resolution type. Regarding the latter process, was divided into play-based communication patterns and collaborative resolution pattern depending on the environment during instruction and the age of the children with deafblindness in charge. On the other hand, even if communication difficulties were resolved, the difficulties of understanding the target children and instruction continued to occur. From the above, it was suggested that the need to resolve communication difficulties should be prioritized.
