幼稚園・保育園への支援における言語聴覚士の役割

The role of speech-language-hearing therapists in supporting teachers and parents in pre-schools

　統合保育を行っている幼稚園・保育園で通園施設の言語聴覚士が行った支援の状況を報告する．保育者が保護者とともに学習する場として連絡会を設定し，言語聴覚士が実際に園に訪問あるいは，保育者が担当児の療育場面に参加するという，情報共有のもとに話し合いが進められた．その結果，子どもの行動理解の促進，かかわりの実際的な方法の理解など，その後の保育場面への汎化が可能であった．保育者と保護者へのアンケート形式による調査結果では連携の必要性が示されたが，その主な内容は話し合いの回数と職員の資質であった．「困ったときに相談したい」，「コミュニケーションのとり方を知りたい」という意見が多く，言語聴覚士の必要性とともに言語聴覚士が望まれるときに連携できる制度作りが要求された．今回の支援から関連機関と保護者が子どもの情報を共有することが有効であり，望まれる支援は適切なタイミングと実際的なかかわり方の提示であると考えられた．

　The purpose of this paper is to describe how speech-language-hearing therapists (SLHTs) making visits to pre-schools may support both teachers and parents of children with speech and language disorders.　Information and observations were shared in conferences with the SLHT (the author), teachers, and parents, and discussions were held to develop a better understanding of the children's behaviors and better ways of communicating with the children, which could be used later during treatment and intervention.

　Both teachers and parents were asked to complete a questionnaire concerning how they felt about the involvement of SLHTs.　The results indicated that the interviewees desired more support and cooperation from SLHTs, especially in terms of more frequent consultation as necessary, and in establishing communication methods with children who have speech and language disorders.　This demonstrates that sharing information about the children among the parents and the relevant institutions is very important in establishing support systems, and SLHTs also benefit from information sharing in planning treatment.　The type of support most sought for is timely help to develop practical means of communication.