抄録
特殊教育から特別支援教育への転換が迫られている折から,大阪教育大学附属養護学校における個別の教育支援の実状を1事例に即して紹介した。事例は知的障害及び場面緘黙症と診断された女子生徒で,高等部入学後3年間の取り組みの経過を,それに連携的にかかわったクラス担任,進路支援担当者,プレイセラピー担当者,養護教諭,精神科校医らの記録に基づいて要約する、とともに,場面緘黙症の生徒への教育支援の在り方について若干の考察を加えた。
Stimulated by a transition from special education to special support education, this study aimed at showing our practice of individualized educational support in Yogo School attached to Osaka Kyoiku University according to a case of girl student enrolled in the high school division. The case was diagnosed as intellectual disability and elective mutism. The process of educational support to her for three years after the entrance was analyzed on the data given by the staff concerned with her, such as her homeroom teachers, a guidance specialist, a playtherapist, a school nurse and a school psychiatrist. Some experiential comments on the treatment of elective mutism was added to that.
