2025 Volume 3 Issue 1 Pages 3-20
Purpose: The “individual learning support plan” and “individual teaching plan” were mutually provided by the special support school for the physically handicapped, and the information on “rehabilitation goals” was mutually provided by the rehabilitation center. The purpose of this survey was to clarify the status of utilization and usefulness of the information provided by each institution.
Methods: Twenty-four homeroom teachers and three physical therapists involved with students attending a rehabilitation center were included. A questionnaire was used to investigate the status of shared decision-making practice, the child’s affiliation, the classification of the child, the classification of goals, the degree of change in the Canadian Occupational Performance Measure (COPM), and the utilization and usefulness of “individual learning support plan”, “individual teaching plan”, and “rehabilitation goals”.
The contents of the open-ended statements regarding the usefulness of the information provided were subjected to qualitative descriptive analysis.
Results: About half of the children showed improvement of 2 or more points in COPM. Nearly 100% responded that the “Rehabilitation Goal Sheet” and “individual learning support plan” and “individual teaching plan” were useful. The qualitative analysis confirmed the utilization and effectiveness of the information provided by each institution.
Conclusion: It was suggested that the provision of information in both the support school and the rehabilitation center enabled a more multifaceted picture of the children’s actual condition. From the qualitative analysis, the PTs were asked to deepen their understanding of independent activities, and the teachers were asked to set quantitative evaluation and specific goals as future issues.
