RESEARCH ON SYSTEM MAKING EXTENDED USE OF HUMAN AND MATERIAL RESOURCES OF THE SCHOOL FOR THE DEAF IN THE REGION

教育文化体育科学技术部于2003年3月发表了题为《未来的特殊支援教育》的报告书。报告显示了由特殊教育体制向特殊支援教育体制转变的政策。新体制要求聋人学校作为区域性听障儿童教育中心发挥多种功能。本研究旨在探讨本地区聋人学校人力、物力资源有效利用的方向。在中期报告中，对特殊听障班级的教师进行了监测研究。结果表明，这些班级的许多教师要求学校为聋人提供人员交流、在职培训机会、信息交流、设施设备共享等。在最后的报告中，调查了106所聋人学校作为区域中心现在和将来所发挥的作用。答案来自106所学校中的94所（89%）。许多学校希望继续作为聋人学校，并通过履行预期的各种功能，成为公认的区域听障儿童教育中心。明确了两岁以下幼儿早期干预制度和家长支持制度的加强，以及最近在小学和初中注册设立听障儿童资源室的学校有所增加。资源室服务不仅在聋人学校实施，而且在普通学校由流动教师和卫星学校实施。此外，许多学校开始研究对高中生和高等教育学生的支持。聋人学校要想发展成为区域性的听障儿童教育中心，必须与相关组织建立协调的体系。少

The Ministry of Education, Culture, Sports, Science and Technology put out the report titled "The special support education in the future" in March, 2003. The report shows the policy of the conversion from the system of special education to the system of the special support education. In the new system, school for the deaf is requested to carry out various functions as regional center of the education for children with hearing impairments.The purpose of this research is to examine the direction to use human, material resources of the school for the deaf effectively in the region. In the interim report, the surveillance study was executed to teachers of special classes for the hard of hearing. The result shows that a lot of teachers of these classes request from the school for the deaf personal exchanges, offers of in-service training chance, information exchanges, sharing of facilities and equipment etc.In the final report, 106 schools for the deaf are investigated about the functions … More as regional center which they execute now and in the near future. Answers come from 94 schools among 106 schools (89%).A lot of schools hope to continue as a school for the deaf, and also to be recognized as regional center of the education for children with hearing impairments by executing various functions expected.It is clarified that early intervention system for infants of two years old or less and the support system for parents are especially enhanced, and that number of the schools which set up resource room for children with hearing impairments registered in elementary and the junior high schools has increased recently. Resource room services are executed not only in the school for the deaf but also in the ordinary schools by itinerant teachers and in the satellite schools. Additionally, many schools begin to examine the support for the hi-school students and students of the higher education. It is a problem for the school for the deaf to construct a coordinated system with a related organization in order to develop as a regional center of the education for children with hearing impairments. Less