聴覚障害を持つ就学児童と家族への訪問および遠隔指導

Home visit and distance therapy for school-age hearing impaired children and their families

　言語聴覚士(以下ST)の指導を希望する聴覚障害を持つ就学児童と家族に対し訪問および遠隔指導を実施し，指導の有効性を検討した．訪問指導では，母親と事前に話し合いを行い，子供の言語発達を考慮したうえで，個別指導計画(individual educational plan：以下IEP)を作成した．IEPは子供の発達に応じ，定期的な見直しを行った．母親には指導に同席してもらい，指導内容の目的を説明したうえで，家庭での課題の実践方法や学校の課題との結びつけ方法を提案した．さらに，Eメールによる相談やWebカメラを利用した課題などの遠隔指導も行った．

　STの定期的な指導により，母親が精神的に安定し，目的を持って子供にかかわるようになった．聴覚障害児自身にも変化がみられ，家庭学習に積極的に取り組むようになった．また，学校行事など時間制限がある中で遠隔により指導の継続が可能であった．

　Home visit and distance therapy sessions were carried out for 2 families with school-age hearing impaired children by a speech-language-hearing therapist (SLHT).　Discussions were held with the parents prior to home visit therapy sessions in order to make each child's Individual Educational Plan (IEP).　Each child's IEP was modified every 3 months according to the child's progress.　Parents also attended the therapy sessions and received explanations about the aim of each session and advice about how the therapy program can be done effectively at home.　During distance therapy sessions, e-mails and a web camera were used to discuss the worries of parents as well as to provide therapy and additional assignments to the children.　Parents became mentally stable and played a more active role in trying to help children achieve their goals in daily life as a result of continuous therapy with SLHT.　Also, distance therapy sessions were effective in continuing the support for the school-age children with restricted time due to school events.