読み書きが困難な学習障害児への書字を中心としたリハビリテーションアプローチ

A rehabilitation approach for children with learning disabilities who have difficulty reading and writing: A case study

要旨：本症例は，読み書きに困難を認める小学3年の学習障害児であり，特に漢字の書きに対して拒否的だった．リハビリテーションアプローチのうち，Information and Communication Technology（ICT）を活用した環境改善的アプローチを優先した支援を通して，書字への拒否感が改善し，認知特性に合わせた適応的アプローチによる漢字の書字学習にも取り組めるようになった．また約2年間の継続した支援により，パソコンを使用したローマ字入力で，自分自身の特徴と求めたい支援についてまとめることができるようになった．しかし，学校側と具体的な連携には至らず，医療と教育との連携に課題が残った．

　The case was a third-grade elementary school student with difficulty reading and writing, especially Kanji. Rehabilitation prioritized the environmental improvement approach utilizing Information and Communication Technology (ICT) which resulted in less refusal to write. Using an adaptive approach tailored to the cognitive characteristics of this case, she learned kanji writing skills. In addition, with two years of continuous support, she became able to summarize her own characteristics and the support she wanted by inputting Roman characters using a personal computer. However, no concrete cooperation was reached on the school side, and there remained a problem in cooperation between medical care and education.