吃音当事者学生への配慮・支援の実態について—言語聴覚士養成校への質問紙調査より

Survey of the current situation of support provided to students who stutter in speech-language-hearing therapist educational programs

　言語聴覚士養成課程を有する高等教育機関(以下，養成校)には，吃音当事者学生(以下，吃音学生)が在籍しているが，吃音が学業や演習・実習上の妨げになる可能性がある．今回，養成校における吃音学生への配慮・支援の実態について検討するために，全国の養成校75校を対象に質問紙調査を実施した．32校(43％)から回答が得られ，吃音学生への配慮・支援の実施校は17校(53％)，未実施校は15校(47％)であった．未実施理由は「本人からの要請がない」が多く，「教員の多忙さ」や「マンパワーの問題」「教員の吃音への理解不足」も要因として推察された．配慮・支援の実施内容は「本人から希望を聞く」「吃音の理解と吃音症状に対応した配慮，支援」などが挙げられた．実施内容と先行研究などでの吃音学生の要請内容の相違や，配慮・要請内容実施の場面間の偏りなどから吃音学生と養成校で配慮・支援内容にギャップがあることが示唆された．今後，吃音学生と養成校の現状の両面を加味した配慮・支援の実施モデル作成が求められる．

　Some students who stutter(hereafter stuttering students) enroll in a speech-language-hearing therapist(SLHT) educational program, and their stuttering may present difficulties in their studies, exercises, and clinical practicum. To investigate the current situation of the support and accommodation offered to stuttering students in their SLHT educational program, we sent a questionnaire to 75 SLHT educational programs. Responses were received from 32 schools(43%), of which 17(53%) reported that they provided support or accommodation for stuttering students. On the other hand, 15 schools(47%) reported that they did not provide such support, for which the main reasons given were "no such request from the students," "teachers' busy schedules," "lack of manpower," and "teachers' lack of understanding of stuttering." The types of support or accommodation provided included, "asking the students what they need" and "understanding stuttering and providing support or accommodations adapted to stuttering symptoms." The survey revealed some gaps between schools reportedly providing support or accommodation for stuttering students and the stuttering students' actual needs. It is necessary to establish a working model on providing support or accommodation for stuttering students by considering both the conditions of SLHT educational programs as well as the students themselves.