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Hokkaido University Collection of Scholarly and Academic Papers >
Graduate School of Education / Faculty of Education >
北海道大学大学院教育学研究院紀要 = Bulletin of Faculty of Education, Hokkaido University >
第137号 >
「障害者」として生きる中で自己理解はどのように経験されるのか : ASD当事者であるB氏とのインタビューから
| Title: | 「障害者」として生きる中で自己理解はどのように経験されるのか : ASD当事者であるB氏とのインタビューから |
| Other Titles: | How people diagnosed with Autism Spectrum Disorder experience self-understanding of their disabilities : outcomes of an interview with Ms. B |
| Authors: | 平野, 郁子1 Browse this author |
| Authors(alt): | Hirano, Ikuko1 |
| Keywords: | 自閉スペクトラム障害 | | 自己理解 | | 生きられた経験 | | 間主観的理解 | | Autism Spectrum Disorder | | Self-understanding | | Lived experience | | Inter-subjective understanding |
| Issue Date: | 23-Dec-2020 |
| Publisher: | 北海道大学大学院教育学研究院 |
| Journal Title: | 北海道大学大学院教育学研究院紀要 |
| Journal Title(alt): | Bulletin of Faculty of Education, Hokkaido University |
| Volume: | 137 |
| Start Page: | 193 |
| End Page: | 215 |
| Abstract: | ASDのある人に対する就労支援では自己理解が重視されているが，望ましいモデルを想定した促す支援により脱文脈化され，当事者の体験が軽視される懸念がある。本研究は，成人後に診断を受けたASD当事者が「障害者」として生きる中でどのような自己理解を経験しているのかについて間主観的理解を試みることを目的に，当事者B氏へのインタビューを行った。結果，支援を受ける中でB氏が生産性を求める社会からの疎外や自分に対する周囲の評価を知り，自己決定する機会を得られないことへの不安や不信という「閉じられた」自己理解を経験していたことが語られた。しかしインタビューで振り返ることを通じて，それらのつらい苦労が糧となり，新しい生き方や価値を見出した現在に気づくオリジナルな物語が展開した。聞き手である筆者も心の揺れを経験しつつ対話を重ねるという共同作業を通じて，相互に「開かれた」自己理解が生じうることが示唆された。 | | Self-understanding is considered an important aspect for the offering of employment-related support to individuals diagnosed with Autism Spectrum Disorder (ASD). However, there is expressed concern that encouraging people with ASD toward the current desired model of self-knowledge decontextualizes and disregards their experiences. This study endeavored to inter-subjectively apprehend how individuals with ASD experience self-knowledge of their disabilities in the course of their daily living. To this end, an interview was conducted with Ms. B, who was diagnosed with ASD after adulthood. Ms. B talked of being socially alienated, seeking to be productive, and being anxious and distrustful of the employment support she received because she was not accorded the opportunity of self-determination through knowledge of evaluations made about her by the people who surrounded her. This situation may be labeled as a “closed” path to self-understanding for her and her support personnel. A review of the interview disclosed that Ms. B achieved self-recognition on the basis of her past difficulties and was able to attain a new self-worth and way of life. Her narrative elicited mixed feelings in the researcher, both as her interviewer and as an employment support worker. The experiences recounted during the interview indicate that collaborative discourse between individuals diagnosed with ASD and their employment support workers can generate a mutually “open” self-awareness of disabilities. |
| Type: | bulletin (article) |
| URI: | http://hdl.handle.net/2115/80274 |
| Appears in Collections: | 北海道大学大学院教育学研究院紀要 = Bulletin of Faculty of Education, Hokkaido University > 第137号
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