Abstract
In this study, we surveyed the details of the living conditions of students with intellectual disabilities in schools for special needs education and their families. The study examined the difficulties of rearing and development of children with intellectual disabilities and the influences on learning and development. Additionally, it identified the types of support required for problems in daily life, and other support needs.
Many children with intellectual disabilities had limited human relations and a monotonous lifestyle, and the conditions tend- ed to persist as age increased. The living situations were more difficult when the child’s disability was more serious or when the child was younger, and the employment and health of the parents were also adversely affected.
In recent years, various types of support for children with intellectual disabilities and
their families have gradually been expanded. However, it is imperative to formulate a rights guarantee system that comprehensively supports families of children with intellectual disabilities. It should cover support for independence (economic independence/ social independence) of children with intellectual disabilities, and support for daily life based on developmental perspectives, including parents’ work and health problems. This survey was limited to the living conditions of students with intellectual disabilities in schools for special needs education and their families in Hokkaido. Therefore, it is necessary to conduct a nationwide survey to comprehensively study the living conditions and the support required by children with intellectual disabilities and their families.
