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

文部科学省于2003年3月发表了题为“今后的特别支援教育”的报告。该报告介绍了从特殊教育制度向特殊支持教育制度转变的政策。在新的体制下，聋校作为区域性的听障儿童教育中心，需要履行各种职能，本研究旨在探讨区域性聋校人力、物力资源的有效利用方向。在中期报告中，对重听特殊班的教师进行了监测研究。调查结果显示，聋校教师对聋校的人际交流、在职培训机会的提供、信息交流、设施设备的共享等方面的要求较多，在调查的最后报告中，对106所聋校的职能进行了调查 ...更多信息 作为他们现在和不久的将来执行的区域中心。106所学校中有94所学校（89%）给出了答案。许多学校希望继续作为聋人学校，并通过履行各种预期职能，成为区域性听力障碍儿童教育中心。明确了特别是加强两岁以下婴儿的早期干预系统和家长支持系统，最近，为在小学和初中注册的听力障碍儿童设立资源室的学校数量有所增加。资料室服务不仅在聋人学校提供，而且在普通学校由巡回教师和卫星学校提供。此外，许多学校开始研究对高中生和高等教育学生的支持。聋校如何与相关机构建立协调机制，发展成为区域性聋儿教育中心，是聋校亟待解决的问题。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