Abstract
The purpose of this study was to clarify, through a literature review, the professionalism of childcare teachers in residential medical care facilities for children with severe mental or physical disabilities by comparing it with that of teachers working in medical facilities and typical childcare centersas a counterpart. Ten published studies regarding the professionalism of childcare teachers for children with disabilities and those of medical childcare teachers at daycare centers were respectively reviewed. Descriptions of specialty were coded and categorized using the six childcare teacher specialties defined by the Nusery School guidelines. It was found that childcare teachers in the medical care facilities, which provide care to children having difficulty in verbally expressing their feelings, have knowledge about disabilities, develop skills to care for them, and respect their dignity. The results suggested that it is necessary to acquire medical and welfare knowledge and skills related to disabilities in order to find better ways to interact with children with disabilities.
