言語聴覚士養成課程における聴覚領域の現状と課題

A nationwide survey of schools for speech-language-hearing therapists to examine the current situation and challenges for training in the field of hearing

　全国の言語聴覚士養成校を対象としたアンケート調査を実施し，聴覚領域の養成における現状や課題を検討した．回収率は45.9％（34施設）であった．①聴覚領域を経験できる臨床実習先の不足，②聴覚領域の就職先の不足，③聴覚領域の卒後研修の場の不足，④聴覚領域の専任教員数の不足，⑤一部の学校における専任教員の聴覚領域の臨床経験業務や臨床施設の不足，⑥検査・訓練機材の購入・維持管理の難しさ，があることが明らかになった．聴覚障害を専門とする専任教員の不足，実習先の不足，就職先の不足，教員が聴覚領域臨床をできる施設の不足などは，言語聴覚士を目指す学生の聴覚領域への関心の低さにも影響する．近年聴覚障害への言語聴覚士の役割が行政でも注目され，聴覚領域の養成の充実は急務である．日本言語聴覚士協会による教員の専門領域の臨床経験や実習先，養成校の教育環境を含めた詳細な養成校ガイドライン作成が望まれる．

　The authors conducted a nationwide survey of speech-language-hearing therapist (SLHT) schools to determine the current situation and identify challenges for training in the field of hearing. The response rate was 45.9% (34 facilities). It was found that the field of hearing lacks (1) places for clinical training, (2) places for employment, (3) graduate training opportunities, (4) full-time teachers, and (5) clinical work experience and facilities for full-time teachers in some of the schools. It also revealed (6) difficulty in purchasing and maintaining testing and training equipment. Moreover, students in SLHT schools have little interest in the field of hearing due to the lack of full-time teachers specializing in hearing impairment, places for practical training and employment, and facilities where teachers can gain clinical experience in the field. In recent years, public administration has paid attention to the role of SLHTs in hearing impairment. Thus, there is an urgent need to enhance training in the field of hearing. It is hoped that the Japanese Association of Speech-Language-Hearing Therapists will create detailed SLHT school guidelines which include teachers' clinical experience in their specialized fields, places for practical training, and the educational environment of schools.