知的発達症に自閉スペクトラム症を併存した学齢児1例への文字指導

Teaching kana characters to a school-aged child with intellectual developmental disorder and autism spectrum disorder

　本研究は，文字学習の初期段階から難渋した知的発達症に自閉スペクトラム症（以下，ASD）を併存した学齢児1例に対して，文字単語の読解および絵-文字単語の構成指導を実施すると一定の効果が得られたので，文字の習得過程から考察した．本症例は，知的発達症とASDだけでなく，視覚認知障害などが併存し，文字学習の初期段階から文字習得に難渋した．しかし，文字に興味関心が高まった時期に合わせて手先の不器用さを補う工夫や聴覚記憶を活用した段階的指導によって，文字単語の読解および絵-文字単語の構成が可能となった．したがって，本症例のように知的発達症にASDと視覚認知障害を併存した学齢児において，文字習得の初期段階から難渋する場合でも，児の興味関心が高まった時期に合わせて代替手段の導入や聴覚記憶を活用することの有効性が示唆された．

　This study examined the process of kana character acquisition in a school-aged child with intellectual developmental disorder (IDD) and autism spectrum disorder (ASD) as well as visual cognitive disorder and clumsiness, who had difficulty in learning kana from the initial stage of learning. We devised ways to compensate for his clumsiness with hands when he started to show interest in kana, and through the step-by-step instruction utilizing auditory memory, he became capable of understanding kana words and constructing words to match the pictures by using kana stickers. This case suggests that school age children with multiple disorders including IDD and ASD may benefit from the introduction of alternative instructional support and the utilization of auditory memory in literacy acquisition when they start showing interest in written characters.