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特別支援教育における教師と言語聴覚士との連携を議論する上で前提となる,特別支援教育における教師の専門性について,教育制度との関係で整理を試みた.近年,発達障害を中心として,その教育的対応が注目されている「通常の学級における特別支援教育」に限定して,通常の学級担任と通級指導担当教員に求められる専門性を俯瞰的に捉え,教師の専門性の中核は,子どもが生きている日常の中で,子どもとのかかわり合いを重ねながら,子どもの理解を深めていくことであると述べた.教師と言語聴覚士との連携については,特別支援教育の構造的な仕組みの中で,教師の専門性を高めるために,言語聴覚士の専門的な知見を効果的かつ効率的に活用することが求められると述べた.
In this paper, the author attempts to outline the specialties of school teachers in the special needs education system, which will serve as the platform for discussing the nature of desirable cooperation between teachers and speech-language-hearing therapists (SLHTs) in special needs education. There has been a great interest in "special needs education in regular classes" for children with developmental disorders. The core of school teachers' specialties is to understand each child in depth through repeated interactions with the child in the context of daily activities. In order to promote professional development of teachers, the specialized knowledge and skills of SLHTs should be sought effectively and efficiently within the structural framework of special needs education.
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