Speaker
Description
要旨 教室内には様々な児童・生徒・学生がおり、私たち学校関係者は彼らをしばしば「帰国 子女」「外国人児童生徒」「発達障害」等とカテゴライズする。そのどこにも属さず、ま たは複数に属しているのに、生きづらさが周りに認識されないのが「グレーゾーンの子 どもたち」である。彼らは障害や困難の点で周囲に認知されないほどに軽度であること から、より一層の生きづらさを感じ、傷つきながら生きていることが少なくない。まし て、彼ら自身が自分の抱えているものを認識していなくても不思議ではない。このよう な問題は普通思春期までに表れるものであり、大学生が特別苦しんでいるとは考えにく い。反面、思春期に自分の苦しみやその対処法を習得している彼らは、その生きづらさ を見せない術を知っているがために、しばしば周りの人々に「だらしがない」「やる気 がない」と誤解されてしまう。本発表はグレーゾーンの学生が抱える生きづらさの中か ら、教室内でしか関わりのない大学教員が知っておくと良いものと、その潜在的支援の 方法について紹介する。発表の主言語を日本語とするが、発表者は英語での質疑応答や ディスカッションも歓迎する。
PREFERENCE to PRESENT ON SATURDAY
DeepL: There are many different kinds of children, students, and young people in the classroom, and we in the school community often categorize them as "returnees," "foreign students," "developmentally disabled," and so on. They are often categorized as "returnee children," "foreign children," "developmentally disabled," etc. The "gray zone children" are those who do not belong to any of these categories or belong to more than one, but whose difficulties in life are not recognized by others. Because their disabilities and difficulties are so mild that they are not recognized by others, they often feel more difficulty and hurt in their lives. It is no wonder that they are not aware of what they are going through. These problems usually appear by adolescence, and it is difficult to believe that college students are particularly suffering from them. On the other hand, they have learned to cope with their suffering during adolescence, and they know how to avoid showing their difficulties, which is often misinterpreted by those around them as "sloppy" or "unmotivated. This presentation will introduce some of the difficulties faced by students in the gray zone that university faculty who only interact with them in the classroom should be aware of, and potential ways to support them. The primary language of the presentation will be Japanese, but presenters are welcome to ask questions and participate in discussions in English.
