抄録
This paper examined management and actual activity of afterschool day care services for special-needs children. Effects were verified through renovation of the environmental setting in one facility. From interview conducted with the after-school-day-care service in A wards, environment setting were lesser in quality. Observation surveys noted problems in safety and calmness of children with disability. To solve this problem, the environmental setting was modified, allowing children who would like to calm down to choose a static space. Environmental setting is effective in improving quality of support and activity in after-school day care services.
