抄録
A method of “structured teaching” of TEACCH is available not only for people with autistic disorder but also people with other intellectual disabilities. This paper makes it clear how an improvement of working environment of a workshop for people with intellectual disabilities, which is based on “structured teaching,” influences upon the daily activities of the clients and support activities for them. Especially, this paper focuses on changes of 1) daily activities of the clients, 2) interrelationships between the clients and the supporters, 3) communicative relationship between the clients themselves before and after the introduction of “structured teaching” into support activities in a workshop. Taking a case study of a workshop in Penang, Malaysia that is managed by local NGO, author conducted participant observation at the workshop in 2000 and 2001. The research results lead to the conclusion that 1) an introduction of “environmental support” into support activities has made it possible to organize working processes and working environment effectively, and thereby enabled the clients to conduct each works by themselves, 2)“environmental support” has made the clients' movement more simple, and decreased “unsuccessful behavior,” 3) after an introduction of “structured teaching,” interventional relationship from supporters to the clients has become more self-supporting one, 4) communicative relationship between the clients has become more interactive in the rest time.
