@article{oai:konan-u.repo.nii.ac.jp:00003450,
 author = {高石, 恭子 and TAKAISHI, Kyoko},
 issue = {23},
 journal = {甲南大学学生相談室紀要, Bulletin of Konan Student Counseling Room},
 month = {Feb},
 note = {application/pdf, In many universities in Japan, the support systems for students with disabilities are now in process of developing in accordance with the enforcement of “Act on Elimination of Discrimination against Disabled (Shogaisha-sabetsukaishouhou)” (Act on promoting the elimination of discrimination on the grounds of disabilities) on 1st April 2016. At this time, to consider carefully about what role the campus counseling services should take is of substantial importance.
 The author visited the Sonoma State University in California and The Department of Rehabilitation in Santa Rosa city on June 2015, and conducted some interviews mainly about the support for students with developmental disorders.
 Results are as follows: CAPS (Counseling and Psychological Services) offers few counseling services with students with developmental disorders, partly because they have a rule of maximum limitation of 10 sessions. DSS (Disability Services for Students) takes a major role for those students in academic and campus life support. Besides, in the local community, DOR (Department of Rehabilitation) offers many services on career design and vocational training for applicants by setting the goal on working. These services are provided before and during receiving higher education and in some cases after graduation. To receive services, individual self-determination and efforts are needed.
Considering from the comparison of the United States and Japan, not only developing the support systems for students with developmental disabilities but also raising those students’ self-awareness and self-initiative are important, and therein lies the role of the campus counseling services.},
 pages = {42--56},
 title = {アメリカの学生相談と障害学生支援　―カリフォルニア州立ソノマ大学およびサンタローザ市リハビリテーション局訪問調査より―},
 year = {2016},
 yomi = {タカイシ, キョウコ}
}