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学生相談の現場から発達障害学生への学修支援を考える
https://doi.org/10.18999/njhe.15.39
1b8ee918-dc4b-4a15-8cd4-f1b9ee6ec7df
| 名前 / ファイル | ライセンス | アクション | |
|---|---|---|---|
03.pdf (1.3 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2015-04-17 | |||||
| タイトル | ||||||
| タイトル | 学生相談の現場から発達障害学生への学修支援を考える | |||||
| その他のタイトル | ||||||
| その他のタイトル | Study Support for University Students with Developmental Disorders: Student Counseling Perspective | |||||
| 著者 |
安田, 道子
× 安田, 道子× 鈴木, 健一× 井手原, 千恵× YASUDA, Michiko× SUZUKI, Kenichi× IDEHARA, Chie |
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| 抄録 | ||||||
| 内容記述 | 本稿の目的は、発達障害、及び、発達障害傾向にある学生への学修支援について検討することである。発達障害の行動レベルの特徴をとらえる指数として自閉症スペクトラム指数を、主観レベルの特徴をとらえる指数として統合版困り感質問紙の2 つを紹介し、各指標の高低によって分類される４群を概観した。そして、いずれの指標においても高得点を示した「支援群」に属する新入生への支援を紹介した。また、学生相談を利用する発達障害学生の事例から、大学選択、および、在学中における学修支援のあり方を論じた。彼らの困難な機能を補完するような対応だけではなく、情緒的な傷つきに配慮しながら、標準的な修学年限にこだわらず、本人のペースを尊重しながら関わっていくこと、並びに、一人ひとりの特徴にあった、個別の教育計画を策定することが重要である。そして、学修という経験を介して、あるいは、グループワークなどを介して、発達障害学生の発達を育むような関係性を、私たちが如何にして提供できるかが支援のポイントであると考えられる。This study examines how teachers and counselors support university students who have or present developmental disorder tendencies. Scores from two measures, the “Autism-Spectrum Quotient,” an assessment of behavioral features, and the “Needs Questionnaire for Students with ASD and ADHD,” an assessment of subjective difficulties, were utilized to classify freshmen at X University into four groups. The “support group,” who scored high on both measures, was given either a psychotherapy intervention or supportive messages consisting of feedback about future difficulties. A psychotherapy case study involving students with developmental disorders who used the Student Counseling Center services at X University suggested the utility of psychological support when faced with determining university advancement at high school, as it was found that these students had been unable to assert their own preferences to teachers and/or parents. After entering university, academic support was deemed to be helpful in small group settings in the third year or later. It was further concluded that it is important for support professionals to develop nurturing relationships with students with developmental problems. | |||||
| 内容記述タイプ | Abstract | |||||
| 出版者 | ||||||
| 出版者 | 名古屋大学高等教育研究センター | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.18999/njhe.15.39 | |||||
| ID登録タイプ | JaLC | |||||
| ISSN（print） | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 1348-2459 | |||||
| 書誌情報 |
名古屋高等教育研究 巻 15, p. 39-59, 発行日 2015-03 |
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| 著者版フラグ | ||||||
| 値 | publisher | |||||
