@article{oai:swu.repo.nii.ac.jp:00006984,
 author = {石井, 正子 and 折原, 有美 and Ishii, Masako and Orihara, Yumi},
 issue = {956},
 journal = {学苑, Gakuen},
 month = {Jun},
 note = {The framework for children who need special support in school education has changed from “special education” to “special support education” since the revision of the School Education Law in 2007. In the course of this change, “resource room education”, which had not been recognized as part of the formal education system, has been attracting attention as a system that plays a central role in “special needs education.” The aim of this paper is to clarify the role of resource room education and its future issues by sorting out the development and transition of the system for children with both language and developmental disabilities who are taking advantage of resource rooms. Resource room education was initiated in the early 1950s by teachers as extracurricular classes for children with language disabilities who had difficulty in reading or speaking in class. After that, a more systematic “resource room for children with speech and language disorders” was established, but the actual situation was that guidance was not given in a fixed class in the resource room but was instead given at the regular class level. On the other hand, since the Act on Support for Persons with Development Disabilities was enacted in 2005, children with developmental disabilities, such as ADHD （attention-deficit hyperactivity 
disorder） and LD （learning disabilities）, who had not been recipients of the type of support until then, also began to receive special support education. Today inclusive education has become part of a standard educational system, and the resource room education is a very effective educational system for children with developmental disabilities and other special needs as well as language disorders.},
 pages = {18--31},
 title = {通級指導教室における コミュニケーションに困難のある児童の支援 1 ―通級による指導の役割と今後の課題―},
 year = {2020},
 yomi = {イシイ, マサコ and オリハラ, ユミ}
}