Problems and coping strategies of special educators providing itinerant education for students with severe and multiple disabilities in Japan

Abstract

Purpose: The purpose of this study was to clarify the problems and coping strategies of special educators providing itinerant education for students with severe and multiple disabilities in Japan. Method: The study participants were 4 special educators providing itinerant education in the Y Special School, located in X prefecture, Japan. Semi-structured interviews were conducted with each participant. Results: The problems of itinerant education were divided into 4 categories: The student's disability and health, the teaching method, the relationship with parents, and the teaching time and environment. The coping strategies on each problem were as follows: First, regarding the coping strategy on the studenti s disability and health, participants considered the health condition of the children first and required parents to be on standby. Second, regarding the coping strategy on the teaching method, they either consulted with other teachers or kept the teaching notes in order to resolve the limitations of one-to-one teaching, the sense of distance between other teachers working in the school, and so on. In addition, some of them tried to have teaching days at the school. Third, regarding the coping strategy on the relationship with parents, they either shared information with the former itinerant education teacher or made one-to-one teaching time in order to resolve a difficulty informing the relationship with parents, a tension arose due to the supervision by parents, and so on. Fourth, regarding the coping strategy on the teaching time and environment, they either arranged the teaching days in a row or carefully chose teaching materials and tools in order to resolve the lack of teaching time, limited space at home, lack of teaching materials and tools, and so on. Conclusion: The results of this study revealed that special educators rely on their own knowledge and experience to cope with the problems of itinerant education. Therefore, it would be necessary to investigate and improve itinerant education not only at the individual level, but also at the school, city, prefecture, and national level.