特別支援学校（聴覚障害）における就学前段階での日本語文字の導入と使用 : 幼稚部・教育相談部での日本語文字の使用に関する2010年度調査結果

特別支援学校（聴覚障害）の就学前段階における日本語文字（ひらがな，カタカナ，漢字）の導入の状況と習得に向けた取り組みについて全国調査を実施した。ひらがな文字は，ほぼすべての学校で使用され，導入の段階も，早い学校では乳幼児教育相談（0～2歳）からであった。ひらがな文字を用いる場面は様々であるが，文字の読みと書きの習得を部として系統的に指導している学校は少なかった。カタカナと漢字について導入している学校数は，ひらがなに比べるとかなり少ないことが示された。また，過去2回行った結果との比較では，各活動の中でひらがな文字を用いる学校数の割合が減少していることが窺えた。新たな特別支援教育の時代を迎えるに当たり，小学部（小学校）入学の段階から始まる教科学習の充実に向けて，日本語文字の習得はその出発点とも言え，改めて入学前段階までの文字指導の状況について明らかにするとともに，教科学習開始に向けた就学前段階での文字習得指導の在り方についての検討が必要であることが示唆された。

This paper reported the results of survey on the introduction (presentation) and the usage of three kinds of Japanese characters (Hiragana, Katakana, and Kanji) at the preschool department (age of 0 to 5) of Japanese Deaf schools (97 in total) at 2010. Hiragana characters were introduced (presented) and used at almost of all the schools, in some schools were introduced (presented) in the several situations at the class of babies (below the age of three). However, few schools were tutoring reading or writing of hiragana as a part of the curriculum. That was the same on katakana and kanji, and the fewer schools introduced (presented) to the preschool children than those of hiragana. As comparing with the results of the former our two surveys regarding the usage of Japanese character(s), the percentage of the number of schools that were using hiragana at the several educational activities were reduced. Additional research should be done regarding the usage of Japanese characters at the preschool stage, as it would be one of the fundamental skills for the subject learning, starting immediately after entering the elementary school department. It also suggested that how the teachers of preschool deaf children should introduce (present) and teach the reading and writing of three Japanese characters for the successful entering into subject learning.