Teachers' Task and Stress in Relation to Educational Approach to Students with Profound and Multiple Disabilities since the Enactment of the School Education Act to Special Schools

Consideration toward children with profound and multiple disabilities started lately copmared with that other types of disabilities in Japan as well as that in other countries. Children with those disabilities were excluded from the governmental educational system. The social movement to guarantee the educational right of those disabled children strongly tried to protect their life, living and health. As a result, in 1979 all Japanese children were legally included in the Scool Education Act, guaranteering compulsory education to children with those disabilities. Since 1979, there has been educational approach to those children in hospitals, institutions and so on, although educational conditions are poor. Special School teachers devoted to such educational approach have been facing to new conditions including the handicapping conditions of students. New approach is needed to the teachers for the educational approach to students with profound and multiple disabilities, for example, approach to special health needs. This study examines the conditions of the educational approach for children with profound and multiple disabilities in the hospital in Kyoto prefecture until mid-1980s. There are many difficult problems and issues in the field of the educational approach to those students as follows, 1 ) New concepts and strategies for the education have been needed to fit the new educational approach. 2 ) New aproach has needed to overcome the poor educational conditions. 3 ) Although the teachers have been needed to suitable action from interpersonal interaction point of view, teachers action becomes complex motion for such educational approach and care. It is obvious that the teachers have been fsaced to their task and stree in relation to educational approach to students with profound and multiple disabilities in the early 1980's