Abstract
This study investigates the priority of teaching in a resource room (tsukyu class- room) for elementary and junior high school students with developmental disabilities in comparison to those in a resource room (tsukyu classroom) for elementary students with language disabilities, using six classifications of special support equivalent to activities promoting independence, as published by the Ministry of Education(i.e., 1. ʻlife managementʼ, 2. ʻmental healthʼ, 3. ʻdevelopment of interpersonal relationships,ʼ 4. ʻsensory/cognitive featuresʼ, 5. ʻmotor skillsʼ, and 6. ʻdevelopment of communication skillsʼ).
Additionally, the study delves into the adaptive behavior of elementary and junior high school students with developmental disabilities compared to those with language disabilities. The results showed that both tsukyu classroom teachers prioritized ʻmental healthʼ, ʻdevelopment of interpersonal relationshipsʼ, and ʻdevelopment of communication skillsʼ over ʻlife managementʼ, ʻsensory/cognitive featuresʼ, and ʻmotor skillsʼ. However, the adaptive behavior scales developed in this study, as rated by teachers, revealed that daily living skills scores were as low as communication and socialization scores for the upper grades of elementary and junior high school students with developmental disabilities, and not for those with language disabilities. These findings suggest support for daily living skills is equally important as that for ʻlife managementʼ for the upper grades of elementary school and junior high school students with developmental disabilities.
