It is necessary to implement a series of special supports from infancy to working age so that people with an illness or disability can live with dignity and have self-fulfillment.
The following three studies address the idea of reconsidering places of life/activities for people with various special needs.
[I] Understanding the needs for technical environmental arrangements
[II] Understanding the spatial composition and aspects of life/activity according to types of facilities
[III] Consideration of stay and relationship of people with various special needs based on individual surveys
This paper aims to examine studies [II] and [III] conducted at preschools and study [III] at an elementary school section of special-needs school, and refering to the construction of activity bases that includes various special needs.
The observational research was conducted at four facilities (W/X/Y/Z) for children with intellectual disabilities and an elementary school section of a special-needs school (M). At these facilities, children are provided with nursing/education that fits each special support type defined by their ability to communicate and move.
Chapter 3 looks at studies [II] and [III], which were conducted at four preschool facilities, and the following findings were obtained.
・ Even though the spatial composition is the same, usage of the space is different.
・ Differences in aspects of stay for each special support type are related to whether children can choose their place to stay.
・ It is necessary to provide support for human interactions depending on spatial composition/special support type.
Chapter 4 looks at study [III], which was conducted at an elementary school section of a special-needs school, and the following findings were obtained.
・ The stay ratio distribution is not influenced by special support type but by curriculum and furniture placement.
・ Difference that depends on special support types is not observed when they relate with "Other Children".
・ Relationship of special support types "a" and "b" are at lower percentage of "Teacher" and higher percentage of "By Oneself" in 2012 than in 2010.
Finally, in Chapter 5, cross-sectional consideration of differences and synonyms of activity patterns in preschool and school age was conducted; the following findings were obtained.
・ Even with the same space composition, the meaning of the space differs depending on operation and shape of each facility, and that becomes apparent as the way the space is used.
・ The environment and stimulus that are easily obtained/ decreased change based on special support type and spatial composition at four preschool facilities. On the other hand, the environment and stimuli are controlled by spatial transformation at school (M).
As stated above, in order to build comprehensive activity base regardless of age and type of disability at preschool and school age, it is necessary to firstly pay attention to the environment and stimuli that are received differently depending on spatial composition and special support type. In addition, since special support type affects management and nursing / education policy, it is needed to consider spatial composition together with the management policy. Furthermore, it is necessary to redesign space and activities by reexamining management and the meaning of the space according to the needs, because bases for preschool and school age children care different students every year and also their needs change each year.
