Action Research on Education for Children with Severe Motor and Intellectual Disabilities

Abstract

This paper outlines the current state of action research on education for children with severe motor and intellectual disabilities (SMID). Examining three cases of children with SMID, this study explores the concept of children with these disabilities in Japan, the viewpoint of educational interaction with these children, and aspects of the author’s own action research. The educational approach for children with SMID began by rethinking the situation and behavior from an interaction and communication perspective. From this viewpoint, action research on education has been conducted on personal care, movement, medical care, and other situations. Recent years have seen the implementation of educational practices for children with SMID who require continuous and intensive medical care and are considered a medically dependent group. The author, as a practitioner, has seen the changes and growth in educational practice for these children, which have changed how people around these children have understood them and interact with them. The utility of educational practices for children with SMID in Japan highlights the need for educational interaction.