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言語聴覚士(以下ST)とことばの教室教諭による発達障害児に対する家庭と医療と教育の連携の試みを報告し，通常学級に在籍する発達障害児への必要な対応と今後の課題を検討した．1998年4月～2006年9月までに連携して訓練・指導を行った25名と，連携を行わなかった112名を検討対象とした．連携は対象児・保護者・ST・ことばの教室教諭にとって有効なものだった．一方で連携の組織化・連携期間・情報交換の回数に問題があり，STおよびことばの教室教諭ともに予約枠・予約時間・訓練回数・支援周知に問題を感じていた．今後の課題として，言語聴覚療法室とことばの教室の存在を保護者や小学校教員に周知させること，各学年に応じた支援体制の確立などが挙げられた．特別支援教育の充実が求められる中で，通常学級に在籍する発達障害児の継続支援は，小児の言語訓練に関わるSTにとって必要不可欠な活動になると考えられた．
In this paper, we report on our attempt to improve cooperation between the speech-language-hearing therapists (ST) and the teachers of speech impediment classes ("kotoba-no-kyoshitsu") for children with developmental disabilities who belong to regular classes. We also identify related issues which need to be addressed in the future. We compared 25 children who received training and guidance under our "cooperation" trial between April 1998 and September 2006, with 112 children whose service had no such cooperation between the ST and teachers. We found that cooperation was effective for the children, parents, ST, and teachers. However, there were some problems in organizing cooperation beyond the personal level, the period of cooperation, and the frequency of information exchange. Both the ST and the teachers saw problems with the reservation schedule, the frequency of training, and the advertising of the services. In the future, the parents and elementary school teachers need to be more informed about the services provided by the ST and the speech impediment classes, and a supporting system appropriate for each school grade should be established. For STs who work with pediatric population, providing continuous support to children with developmental disabilities who belong to regular classes will become essential, as the special support education system continues to improve.
Copyright © 2007, Japanese Association of Speech-Language-Hearing Therapists. All rights reserved.
