Abstract
The purpose of this research is to confirm the contents of executive functions as a teaching task for children with intellectual disability, focusing on the teacher’s description of the teaching goals of individualized teaching plans for self-reliance activities. Sentences from the teacher’s description of the teaching goals of 99 students in the elementary school section, junior high school section, and high school section of a special education school for intellectual disability not including autism spectrum disorder were, and a total of 255 sentences were analyzed. As a result, the most common content that was regarded as a teaching goal was communication (37.3%), and content on executive functions accounted for 36.1% of the answers. Since the description of executive functions contained complex content, we extracted it as categories with further phrases as units, and classified each of the units into four phases of executive function (goal formulation, planning, carrying out activities, and effective performance). Results showed that the phases of effective performance were significantly smaller in every school section. Furthermore, when we analyzed the number of phases of executive functions in each individual description, the number that included one phase of executive function in the elementary school section and more than three phases of executive function in high school sections were significant- ly larger. The results showed differences in the difficulty of content in the teaching goals aimed at acquiring and improving adaptive behavior for children with intellectual disabilities from the viewpoint of executive functions.
