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ORIGINAL RESEARCH article

Front. Educ.
Sec. Special Educational Needs
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1477102
This article is part of the Research Topic Education to Employment: Toward A Better Inclusion View all articles

Content of Leisure Activity Guidance Recognized as Necessary in Special Needs Education

Provisionally accepted
Kazuaki Maebara Kazuaki Maebara 1*Asuka Yamaguchi Asuka Yamaguchi 2Yukiya Yamada Yukiya Yamada 3
  • 1 Akita University, Akita, Japan
  • 2 Takamatsu University, Takamatsu, Kagawa, Japan
  • 3 Kimitsu Special Needs School, Kimitsu City, Japan

The final, formatted version of the article will be published soon.

    This study aims to clarify the content of leisure activity guidance recognized by special needs education teachers and identify gaps in recognition of these between teachers and vocational rehabilitation practitioners who collaborate in transition support. This study surveyed a total of 255 participants, comprising 129 special needs school teachers and 126 vocational rehabilitation practitioners. The participants responded to a survey on the importance of leisure activity guidance, which was developed through a literature review on leisure activity guidance in special needs education and interviews with special needs education teachers. Factor analysis identified four factors of leisure activity guidance: establishing a foundation for leisure implementation, expanding options for leisure activities, recognizing the value of leisure, and acquiring skills for leisure implementation. While special needs education teachers recognized the importance of leisure activity guidance, qualitative differences in perception were observed between them and the vocational rehabilitation practitioners. The study clarified the essential content of leisure activity guidance in special needs education. The findings are expected to contribute to the qualitative improvement of transition support from special needs education to broader society.

    Keywords: Leisure Activities, employment continuation, vocational rehabilitation, special needs education, transition support

    Received: 07 Aug 2024; Accepted: 28 Nov 2024.

    Copyright: © 2024 Maebara, Yamaguchi and Yamada. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Kazuaki Maebara, Akita University, Akita, Japan

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