特別支援教育における言語聴覚士の役割

The role of speech-language-hearing therapists (SLHTs) in special support education

　平成19年度からの特別支援教育の実施に向け，いくつかの地域でその体制作りが試みられている．われわれは川崎市内のA小学校からの依頼により，週1回学校へ出向くという方法をとり，その体制作りに協力してきた．この試みを通して，特別支援教育における言語聴覚士(ST)の役割を検討し報告した．STに期待されているのは，①児童の発達評価，②問題の背景を探る，それらに基づいた③個別指導計画の作成と実行への協力，④個別指導，⑤保護者・教員への説明などである．今後，STの専門性を明確にすることにより，学校教育の中でのSTの位置づけを確立したい．

　As special support education in public elementary schools will become effective in 2007, some regions have attempted to establish a system to implement special support education.　We have worked with teachers in a public elementary school in Kawasaki city, Kanagawa prefecture, once a week to assist in this process.　Based on our experience, we discuss the role of speech-language-hearing therapists (SLHTs) in special support education.　We found that SLHTs are expected to do the following:1) assess children's total developmental competence and functions;2) research into the background of the children's problems;3) assist in the creation and implementation of individual education plans;4) give individual training;5) explain to parents and teachers about their children's competence, problems, and educational methods.　In the future, we would like to see the specialty role of SLHTs established within the formal school education system.