@article{oai:nagoya.repo.nii.ac.jp:02005554,
 author = {森, 麻友子 and MORI, Mayuko},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 心理発達科学, Bulletin of the Graduate School of Education and Human Development. Psychology and human developmental sciences},
 month = {Mar},
 note = {In Japan, laws concerning persons with disabilities have been developed, and a new element of “Support for Students with Disabilities” has been added, which has the aspect of complying with the law at universities. As a result, how to support for students with developmental disorders that had been provided by “Student Counseling” and how to improve and organize the system for them at the university has become an urgent issue. Therefore, in this study, we consider the way of support for students with developmental disorders especially after the enactment of the Discrimination Elimination Law from current status and issues from “Student Counseling” and “Support for Students with Disabilities”, and previous research. The mission of “Student Counseling” is to be involved in counseling, preventive activities, preventive education, training for faculty and staff, etc., and contribute to efforts to improve the environment on campus. It also has an important role to play in providing comprehensive assistance in personality development. However, it is not realized due to lack of budget, depending on some universities. On the other hand, “Support for Students with Disabilities” aims to realize an inclusive society and to advocate for the rights of students with disabilities based on the social model. In recent years, there has been rapid progress in system development centered on national university corporations. However, the reality of specific support methods, including the lack of expertise of support practitioners and the cooperation of faculty and staff, has not caught up. Each has different missions, and its development history is separated. “Student Counseling”, which provides support mainly based on individual growth and development, and “Support for Students with Disabilities”, which considers that it is society that makes life difficult, are difficult to get used to, and sometimes even come into conflict. Looking at previous research on support for students with developmental disorders, there are cases where the importance of support for psychosocial growth has been shown with the perspective of being “adolescent” and “university age”. On the other hand, due to the improvement of the university environment after the enforcement of the Discrimination Elimination Law, confusion and difficulty can be seen in supporting the studies of them. Even if there are differences in roles and difficulties in learning, if it is the social responsibility of a university to embody and disseminate the ideals for an inclusive society, it is essential to improve the background system, regarding support for students with disabilities, specialized departments not only provide direct and individual support for students with disabilities. In 2015, The Japanese Association of Student Counseling evaluated that support for students with developmental disorders overlaps “Student Counseling” and “Support for Students with Disabilities”, and that each has a unique role of “Counseling function” and “Coordination function”. It is necessary to combine them in light of the individual needs of students. In terms of future support for students with developmental disorders, while establishing their own specialties, instead of sticking too hard, we should consider what we can do for them as an institution of higher education. If both elements can be provided as functions, it will develop as “Student Support” and “multi-layered educational support (Matsushita, 2018)” for them. Amidst the changes surrounding support for them, how can university support organizations build a system that combines both functions as a “Student Support” that contributes to students, despite the fact that both functions are difficult to get used to? A systematic examination of how to proceed through practice will be a future issue.},
 pages = {35--43},
 title = {発達障害のある学生への支援に関する現状と課題 : 「学生相談」と「障害学生支援」を機能として再考する},
 volume = {69},
 year = {2023}
}