How Do Special Needs Teacher Engage Students with Autism? : A Phenomenological Exploration Focusing on Teacherʼs Practical Knowledge

トクベツ　シエン　ガッコウ　キョウシ　ハ　ドノヨウニ　ジヘイショウ　ノ　アル　セイト　ニ　カカワッテ　イルノカ　キョウシ　ノ　ジッセンチ　ニ　タイスル　ゲンショウガク　テキ　タンキュウ

Japanese Society for Clinical Phenomenology

ASD

実践知

特別支援教育

現象学

autism

practical knowledge

special needs education

phenomenology

Purpose: The purpose of this study was to ontologically explore teacherʼs practical knowledge that is demonstrated when developing relationships with children with autism in daily interaction. Method: One special-needs school teacher was interviewed, and the data were analyzed based on Benner's interpretive phenomenology. Results: First, the target teacher felt that the target student lived in an "autistic world" where only the student and his favorite subject existed. Therefore, the teacher tried to react positively in a same manner as the target student when he found something that the student liked, so that the student would learn to regard the teacher as a being with whom he could share emotions. In the course of these interactions, a formulaic pattern of interaction was established between the target student and the target teacher, in which the target student and the teacher interacted in this way. In response to this pattern, the target student's mind was shaken by the target teacher, who made a surprise by overreacting and so on, creating a "slit in the autistic world" and entering into the target student's "autistic world”. In this kind of relationship where the teacher feels "side by side" with the student, the teacher's originality is not present in front of the student. However, the target teacher believed that it was important to demonstrate their originality to each other in order to deepen the relationship with the target student. The problem was that it was difficult for the target teacher to "directly" demonstrate their originality in order to transform their world, because it was invasive for the student. Therefore, the target teacher tried to be as original as possible in a less invasive way. By creating a "slit in the autistic world" again, the subject student was able to step out of his own "autistic world" and into the world of the target teacher. In this kind of relationship in which the target teacher felt that she was positioned "diagonally" to the target student, both parties were able to demonstrate their originality and create a new practice that had not existed in the conventional pattern of relationship. Finally, the target teacher's relationship with the student with autism was supported by her "hope for connecting with others. Discussion: It became clear that the target teacher was inhabiting a world of structure with three characteristics. First, the target teacher had a "embodiment" that aimed to transform the autistic student's world while respecting it. Second, as a background to this, she had a "concern" for the autistic student to connect with others. Lastly, the target teacher lived in the world where she felt that a relationship in which she stood "diagonally" rather than "directly" or "side by side" was a more desirable "situation”.