‫ޣ‬ේ⪺‫ޤ‬ࠕࡔ࡝ࠞߩቇ⠌㓚ኂ⠪ߦ߅ߌࠆ
SAT ߅ࠃ߮ ACT ߩฃ㛎ߦߟ޿ߡ̆⊒㆐㓚ኂ⠪ᡰេᴺߦะߌߚᚒ߇࿖ߩ౏⊛࠹ࠬ࠻ታᣉߩᜰ㊎ߣߒߡ̆̆⍹ጟᕡᙗ࡮਄㊁৻ᒾ㧔ᄢቇ౉⹜࠮ࡦ࠲࡯㧕 ⊒㆐㓚ኂ⠪ᡰេᴺ߇ 2005 ᐕ 4 ᦬߆ࠄᣉⴕߐࠇ㧘⊒㆐㓚ኂ⠪ߩ㓚ኂߩ⁁ᘒߦᔕߓ㧘ㆡಾߥᢎ⢒਄ߩ㈩ᘦࠍߔࠆߎߣ߇᳞߼ࠄࠇߡ޿ࠆ‫ߚ߹ޕ‬㧘ࠊ߇࿖߽ߔߢߦ⟑ฬߒ‫ޔ‬ᛕಎ߇ᣧᕆߦ᳞߼ࠄࠇߡ޿ࠆ‫ޟ‬㓚ኂ⠪ߩᮭ೑᧦⚂‫ޔ߽ߢޠ‬㜞╬ᢎ⢒ߦ߅ߌࠆ‫ޟ‬วℂ⊛㈩ᘦ‫⟵߇ޠ‬ോߠߌࠄࠇߡ߅ࠅ‫⊒ޔ‬㆐㓚ኂࠍ฽߻㓚ኂߩ޽ࠆቇ↢߳ߩ౉⹜․೎ភ⟎ߪᔅ㗇ߢ޽ࠆ‫ޕ‬ ߘߎߢࠕࡔ࡝ࠞߦ߅ߌࠆᄢቇ౉⹜ߩߚ߼ߩ౒ㅢ⹜㛎ߢ޽ࠆ SAT ߅ࠃ߮ ACT ߦ߅޿ߡ⻠ߓࠄࠇߡ޿ࠆ㓚ኂ⠪‫ߌࠊࠅߣޔ‬ᚒ߇࿖ߢ޿߁ߣߎࠈߩ⊒㆐㓚ኂ⠪߳ߩ․೎ភ⟎ߦߟ޿ߡ⺞ᩏߒߚ‫⚿ߩߘޕ‬ᨐ㧘ฃ㛎⠪ߩ⚂ 2㧑߇ᤨ㑆ᑧ㐳ࠍਥߣߔࠆ․೎ភ⟎ࠍฃߌߡ޿ࠆߎߣ㧘߅ࠃ߮ߘߩ↳⺧ߦ޽ߚߞߡߪ㧘߈ࠊ߼ߡ෩ኒߥ⸻ᢿၮḰ߇ቯ߼ࠄࠇߡ޿ࠆߎߣ߇ࠊ߆ߞߚ‫ޕ‬
߹ߚߎߩ․೎ភ⟎ࠍ߼ߋࠅ㧘ᓧὐߩࡈ࡜ࠣൻߥߤᱧผ⊛ߦ߽㧘߹ߚ⃻࿷ߢ߽ᐞߟ߆ߩ⼏⺰߇޽ࠅ㧘ߎࠇࠄߦߟ޿ߡ߽ᢛℂ㧘ႎ๔ߔࠆ‫ޕ‬1 ⊒㆐㓚ኂ⠪ᡰេᴺ․ߦᢎ⢒ߦߟ޿ߡߪ㧘ᴺ╙ 8 ᧦㑐ଥߦߘߩ‫⥄ޟ‬㐽∝㧘ࠕࠬࡍ࡞ࠟ࡯∝୥⟲ߘߩઁߩᐢ⸥ㅀ߇޽ࠅ㧘‫ޟ‬࿖㧘ㇺ㆏ᐭ⋵෸߮Ꮢ↸᧛߇㧘⊒᳢ᕈ⊒㆐㓚ኂ㧘ቇ⠌㓚ኂ㧘ᵈᗧᰳ㒱ᄙേᕈ㓚㆐㓚ኂఽ㧔18 ᱦએ਄ߩ⊒㆐㓚ኂ⠪ߢ޽ߞߡ㜞ኂߘߩઁߎࠇߦ㘃ߔࠆ⣖ᯏ⢻ߩ㓚ኂߢ޽ߞߡ╬ቇᩞ㧘ਛ╬ᢎ⢒ቇᩞ㧘⋤ቇᩞ㧘⡲㧔ࠈ߁㧕ߘߩ∝⁁߇ㅢᏱૐᐕ㦂ߦ߅޿ߡ⊒⃻ߔࠆ߽ߩቇᩞ෸߮㙃⼔ቇᩞߦ࿷ቇߔࠆ⠪ࠍ฽߻㧕߇ߘߣߒߡ᡽઎ߢቯ߼ࠆ߽ߩ‫ߣޠ‬ቯ⟵ߐࠇࠆ⊒㆐ߩ㓚ኂߩ⁁ᘒߦᔕߓ㧘චಽߥᢎ⢒ࠍฃߌࠄࠇ㓚ኂࠍᜬߟ⠪ߩេഥߦߟ޿ߡ㧘⊒㆐㓚ኂ⠪ᡰࠆࠃ߁ߦߔࠆߚ߼㧘ㆡಾߥᢎ⢒⊛ᡰេ㧘ᡰេ
េᴺ߇ 2004 ᐕ 12 ᦬ 10 ᣣ㧔ᴺᓞ╙ 167 ภ㧕૕೙ߩᢛ஻ߘߩઁߩᔅⷐߥភ⟎ࠍ⻠ߓࠆ߽ߩߦቯ߼ࠄࠇ㧘⠉ 2005 ᐕ 4 ᦬ 1 ᣣࠃࠅᣉⴕߐߣߔࠆߎߣ‫ߚ߹ޕ‬㧘ᄢቇ෸߮㜞╬ኾ㐷ቇᩞߪ㧘ࠇߚ‫ޕ‬⊒㆐㓚ኂ⠪ߩ㓚ኂߩ⁁ᘒߦᔕߓ㧘ㆡಾߥᢎ⢒ᴺߩ⿰ᣦߣߒߡߪ㧘⊒㆐㓚ኂߩ∝⁁ߩ⊒⃻
਄ߩ㈩ᘦࠍߔࠆ߽ߩߣߔࠆߎߣ‫߇ޠ‬᳞߼ࠄࠇᓟ㧘ߢ߈ࠆߛߌᣧᦼߦ⊒㆐ᡰេࠍⴕ߁ߎߣ߇ߡ޿ࠆ‫⹜౉ޕ‬ㆬᛮߦ߅ߌࠆភ⟎ߦߟ޿ߡߪ․․ߦ㊀ⷐߢ޽ࠆߎߣߦ߆ࠎ߇ߺ㧘⊒㆐㓚ኂࠍߦ᣿ᢥൻߐࠇߡ޿ߥ޿߽ߩ߇㧘ᚒ߇ᄢቇ౉⹜ᣧᦼߦ⊒⷗ߒ㧘⊒㆐ᡰេࠍⴕ߁ߎߣߦ㑐ߔࠆ࠮ࡦ࠲࡯ߦ߅޿ߡ߽⊒㆐㓚ኂ⠪ߩ⊒㆐ᡰេߩ࿖෸߮࿾ᣇ౏౒࿅૕ߩ⽿ോࠍ᣿ࠄ߆ߦߔࠆߣߚ߼ߦ㧘ᔅⷐߥ૕೙ߩᢛ஻ࠍⴕ߁ߣߣ߽ߦ㧘ߣ߽ߦ㧘ቇᩞᢎ⢒ߦ߅ߌࠆ⊒㆐㓚ኂ⠪߳ߩᡰ⊒㆐㓚ኂఽߦኻߒߡⴕࠊࠇࠆ⊒㆐ᡰេߩኾ㐷េ㧘⊒㆐㓚ኂ⠪ߩዞഭߩᡰេ㧘⊒㆐㓚ኂ⠪ᡰᕈࠍ⏕଻ߔࠆߚ߼ᔅⷐߥភ⟎ࠍ⻠ߓࠆߎߣ߇េ࠮ࡦ࠲࡯ߩᜰቯ╬ߦߟ޿ߡቯ߼ࠆߎߣߦࠃ᳞߼ࠄࠇࠆ‫ޕ‬ࠅ㧘⊒㆐㓚ኂ⠪ߩ⥄┙෸߮␠ળෳടߦ⾗ߔࠆߘߎߢᧄⓂߢߪ㧘ࠕࡔ࡝ࠞߦ߅ߌࠆᄢቇ౉ࠃ߁ߘߩ↢ᵴో⥸ߦࠊߚࠆᡰេࠍ࿑ࠅ㧘߽ߞ⹜ߩߚ߼ߩ౒ㅢ⹜㛎ߢ޽ࠆ SAT ߅ࠃ߮ ACTߡߘߩ⑔␩ߩჇㅴߦነਈߔࠆߎߣࠍ⋡⊛ߣߔߦ߅޿ߡ⻠ߓࠄࠇߡ޿ࠆ㓚ኂ⠪ߣࠅࠊߌᚒ߇ࠆ㧔ᴺ╙ 1 ᧦㑐ଥ㧧ᢥㇱ⑼ቇ⋭㧘2006a㧕‫ޕ‬࿖ߢ޿߁ߣߎࠈߩ⊒㆐㓚ኂ⠪߳ߩ․೎ភ⟎ߦ−191−大学入試研究ジャーナル第21号

ߟ޿ߡ⺞ᩏߒ㧘ᚒ߇࿖ߩ⹜㛎ᣇ╷ߦ⾗ߔࠆߎ࡯࡚ࠪࡦߦߟ޿ߡ․⇣ߢ޽ࠆ߽ߩߩ㧘⍮⊛㓚ߣࠍߘߩ⋡⊛ߣߔࠆ‫੹ޕ‬࿁㧘㜞ᄢធ⛯࠹ࠬ࠻ኂ߇ߺࠄࠇߥ޿⊒㆐㓚ኂߩߎߣߢ޽ࠆ‫ޕ‬‫ޟ‬⍮⊛㧔઒⒓㧕ද⼏࡮⎇ⓥᆔຬળߦ߅ߌࠆᶏᄖ⺞ᩏ㓚ኂ߇ߥ޿⥄㐽∝‫ߡߒߣޠ‬ᛒࠊࠇࠆߎߣ߽ᄙ

࿅㧔ࠕࡔ࡝ࠞ⃰㧦ઍ⴫㧘ựฬ◊ 㑐⷏࿖㓙ᄢ޿߇㧘౏⊛ߥᢥᦠߦ߅޿ߡߪ㧘⥄㐽∝ߣߪ඙ቇቇ㐳㧕߇ College Board ߅ࠃ߮ ACT Inc.

ಽߒߡขࠅᛒࠊࠇߡ޿ࠆߎߣ߇ᄙ޿‫␹♖ޕ‬කࠍ⸰໧ߒ㧘ࠝࡉࠩ࡯ࡃߣߒߡෳടߒߚ⪺⠪ߪቇߦ߅޿ߡ㗫↪ߐࠇࠆࠕࡔ࡝ࠞ♖␹කቇળߩ㓚ኂ⠪߳ߩኻᔕߦߟ޿ߡ⺞ᩏߔࠆߎߣࠍ⹜ߺ

⸻ᢿၮḰ (DSM-Φ-TR) ߢߪࠕࠬࡍ࡞ࠟ࡯ߚ‫ߩߎߛߚޕ‬໧㗴ߪ㕖Ᏹߦ࠮ࡦࠪ࠹ࠖࡉߢ᥸㓚ኂߣ๭߱‫ޕ‬⊒ߒ߿ߔ޿(volatile)⺖㗴ߢ޽ࠆߚ߼ߦ㧘ߎߜ㧔㧟㧕ᐢ᳢ᕈ⊒㆐㓚ኂ㧔PDD㧕ߣߪ㧘ኻੱ࡮ࠄ߇ᦸ߻⛔⸘㊂ߩᄙߊߦߟ޿ߡ㐿␜ߐࠇߥ߆ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ࡮ⴕേߥߤ߇ቯဳ⊛ߦ⊒ߞߚ‫ ߽ߢࠇߘޕ‬2003 ᐕᒰᤨ㧘㓚ኂ⠪ߩᓧὐ㆐ߒߡ޿ߥ޿ߎߣࠃࠅ↢ߕࠆ㓚ኂߩߎߣߢ޽ߦߟ޿ߡ޿ߚࡈ࡜ࠣ߇⣕⪭ߔࠆߎߣ߇᳿ቯߒࠆ‫ޕ‬ᐢ᳢ᕈ⊒㆐㓚ኂߩ‫ޟ‬ᐢ᳢ᕈ‫ߪߩ߁޿ߣޠ‬㧘ߚᤨὐߢ㧘ߘߩ⼏⺰ߩߚ߼ߦᐞߟ߆ߩ㓚ኂ⠪‫⇣․ޟ‬ᕈ‫ߦߩ߽ߩޠ‬ኻߔࠆ᭎ᔨߩߎߣߢ޽ࠆ‫ޕ‬ߦߟ޿ߡߩ⛔⸘㊂߇౏㐿ߐࠇߡ߅ࠅ㧘ߘࠇࠄ‫ޟ‬ᐢ᳢ᕈ‫߇⺆߁޿ߣޠ‬฽߹ࠇࠆߎߣ߆ࠄ㧘ᐢߩౝኈߣ㧘੹࿁ߩ⺞ᩏ㧘߅ࠃ߮ Web ╬ߢᓧࠄ᳢ᕈ⊒㆐㓚ኂߣ޿߁⺆ߩᣇ߇⊒㆐㓚ኂߣ޿߁ࠇࠆᦨᣂߩᖱႎࠍ✚ว⊛ߦ⠨ኤߔࠆߎߣߢ㧘⺆ࠃࠅᐢ⟵ߢ޽ࠆࠃ߁ߥශ⽎ࠍᜬߚࠇࠆߎߣ᭎⇛ߪߟ߆ߺ㧘ߘߩౝኈࠍߎߎߦ⚫੺ߔࠆߎ߽޽ࠆ߇㧘ᣣᧄߦ߅޿ߡߪ㧘නߦ‫⊒ޟ‬㆐㓚ኂ‫ޠ‬ߣߣߔࠆ‫ޕ‬ߣ๭ࠎߛᣇ߇ᐢ⟵ߢ޽ࠆ‫ޟޕ‬ᐢ᳢ᕈ⊒㆐㓚ኂ‫ޠ‬ߣ޿߁ߩߪ㧘਎⇇଻ஜᯏ㑐߇ቯ߼ߚ ICD-102 ⊒㆐㓚ኂ⠪ᡰេᴺߦ߅ߌࠆ‫⊒ޟ‬㆐㓚ኂ‫ޠ‬㧔∔∛෸߮㑐ㅪ଻ஜ໧㗴ߩ࿖㓙⛔⸘ಽ㘃 ╙ ⊒㆐㓚ኂ⠪ᡰេᴺߢቯ⟵ߐࠇࠆ⊒㆐㓚ኂߦ

10ߟ޿ߡ◲නߦᢛℂߒߡ߅ߊ‫ޕ‬DSM-Φ-TR㧔♖␹∔ᖚߩಽ㘃ߣ⸻ᢿߩᚻᒁ㧔㧝㧕⥄㐽∝㧔Autism㧕ߪ㧘␠ળᕈ߿ઁ⠪ߣ╙4ߩࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ⢻ജߩ⊒㆐߇ㆃṛߔࠆ޽ࠆ‫ޕ‬⊒㆐㓚ኂߩ৻⒳㧘వᄤᕈߩ⣖ᯏ⢻㓚ኂ㧘⹺⍮㧔㧠㧕ቇ⠌㓚ኂ㧔Learning Disabilities, LD㧕㓚ኂߢ޽ࠆ‫ߦᤨޕ‬㧘ᣧᦼᐜఽ⥄㐽∝㧘ዊఽ⥄ߪ㧘ⶄᢙᒻߢ⴫⸥ߐࠇߡ޿ࠆߎߣ߆ࠄ߽ಽ߆㐽∝㧘޽ࠆ޿ߪࠞ࠽࡯⥄㐽∝ߣ๭߫ࠇࠆ‫ޕ‬ࠆࠃ߁ߦ㧘න৻ߩ㓚ኂߢߪߥߊߐ߹ߑ߹ߥ⁁ࠕࡔ࡝ࠞ♖␹කቇߦࠃࠆ DSM㧔Diagnostic
andStatisticalManualofMentaldisorders㧕ߦࠃࠆߣ ╙৻ゲߩ‫ޟ‬ㅢᏱ㧘ᐜఽᦼ㧘ዊఽᦼ㧘߹ߚߪ㕍ᐕᦼߦೋ߼ߡ⸻ᢿߐࠇ㧕㧘 ࠕ ࡔ ࡝ ࠞ ♖ ␹ ක ቇ ળ ߇ ೀ ⴕ ߒ ߚᣂ⸓㧕ߥߤߦ߅ߌࠆಽ㘃਄ߩ᭎ᔨߢᘒ߇฽߹ࠇࠆ‫ޕ‬කቇ㧘ᔃℂቇ㧘ᢎ⢒ቇߩಽ㊁ߦ߹ߚ߇ߞߡ⎇ⓥ߇ㅴ߼ࠄࠇ㧘ߘࠇߙࠇߢ⧯ᐓ᭎ᔨ߇⇣ߥߞߡ޿ࠆ‫ޕ‬ᣥᢥㇱ⋭ߦࠃࠆ 1999 ᐕߩቇ⠌㓚ኂߩቯ⟵ࠆ㓚ኂ‫ࠆߌ߅ߦޠ‬ᐢ᳢ᕈ⊒㆐㓚ኂ㧔Pervasiveߪએਅߩㅢࠅߢ޽ࠆ‫ޕ‬Developmental Disorders, PDD㧕ߦ૏⟎ߠߌ‫ޟ‬ቇ⠌㓚ኂߣߪ㧘ၮᧄ⊛ߦߪో⥸⊛ߥ⍮⊛⊒ࠄࠇߡ޿ࠆ‫⥄ޕ‬㐽ᕈ㓚ኂߩၮᧄ⊛․ᓽߪ 3 ᱦ㆐ߦㆃࠇߪߥ޿߇㧘⡞ߊ㧘⹤ߔ㧘⺒߻㧘ᦠߊ㧘૏߹ߢߦ∝⁁߇޽ࠄࠊࠇ㧘એਅߩ 3 ߟࠍਥߥ⸘▚ߔࠆ෶ߪផ⺰ߔࠆ⢻ജߩ߁ߜ․ቯߩ߽ߩ

․ᓽߣߔࠆⴕേ⊛∝୥⟲ߢ޽ࠆ‫ޕ‬Ԙኻੱ⋧੕ߩ⠌ᓧߣ૶↪ߦ⪺ߒ޿࿎㔍ࠍ␜ߔ᭽‫⁁ߥޘ‬ᘒ෻ᔕߩ⾰⊛ߥ㓚ኂ㧘ԙᗧᕁવ㆐ߩ⪺ߒ޿⇣Ᏹࠍᜰߔ߽ߩߢ޽ࠆ‫ޕ‬ቇ⠌㓚ኂߪ㧘ߘߩේ࿃ߣ߹ߚߪߘߩ⊒㆐ߩ㓚ኂ㧘Ԛᵴേߣ⥝๧ߩ▸࿐ߒߡ㧘ਛᨔ␹⚻♽ߦ૗ࠄ߆ߩᯏ⢻㓚ኂ߇޽ࠆߩ⪺ߒ޿㒢ዪᕈ‫ޕ‬ߣផቯߐࠇࠆ߇㧘ⷞⷡ㓚ኂ㧘⡬ⷡ㓚ኂ㧘⍮⊛㧔  㧕 ࠕ ࠬ ࡍ ࡞ ࠟ ࡯ ∝ ୥ ⟲ 㧔 Asperger㓚ኂ㧘ᖱ✜㓚ኂߥߤߩ㓚ኂ߿㧘ⅣႺ⊛ߥⷐ࿃

syndrome: AS㧕ߪ㧘⥝๧࡮㑐ᔃ߿ࠦࡒࡘ࠾ࠤ߇⋥ធߩේ࿃ߣߥࠆ߽ߩߢߪߥ޿‫ޠޕ‬−192−アメリカの学習障害者におけるSATおよびACTの受験についてቇᩞᢎ⢒ߢߪ㧘ቇ⠌㓚ኂߪ 2006 ᐕ 4 ᦬ 1࠹ࠬ࠻࠮ࡦ࠲࡯ߢឭଏߔࠆߎߣߩߢ߈ߥ޿ᣣࠃࠅㅢ⚖ߩኻ⽎ߣߥࠅ㧘2007 ᐕ 4 ᦬߆ࠄភ⟎ߦߟ޿ߡߪ࠹ࠬ࠻࠮ࡦ࠲࡯એᄖ(Specialߪ․೎ᡰេᢎ⢒ߩኻ⽎ߦ߽ߥߞߡ޿ࠆ‫ޕ‬Testing)ߢታᣉߔࠆ‫߫߃ߣߚޕ‬એਅߩភ⟎߇㧔 㧡 㧕 ᵈ ᗧ ᰳ 㒱 ࡮ ᄙ േ ᕈ 㓚 ኂ 㧔 Attention޽ࠆ‫ޕ‬Deficit / Hyperactivity Disorder: AD/HD㧕ߪz50㧑ࠍ⿥߃ࠆᑧ㐳ᤨ㑆ᄙേᕈ㧘ਇᵈᗧ㧘ⴣേᕈࠍ∝⁁ߩ․ᓽߣߔࠆzⶄᢙᣣߦࠊߚࠆ࿁╵⊒㆐㓚ኂ߽ߒߊߪⴕേ㓚ኂ‫ޕ‬DSM-Φ-TR ߢzᮡḰߣ⇣ߥࠆ࠹ࠬ࠻᭽ᑼ㧦㧔Braille ὐሼ㧘ߪⴕേ㓚ኂߦಽ㘃ߐࠇߡ޿ࠆ‫޿ߡߒߣߞߓޕ‬ࠞ࠮࠶࠻㧘㖸ჿ DVD㧘࡝࡯࠳࡯⵬ഥ㧕ࠆ╬ߩ␠ળ⊛࡞࡯࡞߇Ⴧടߔࠆ㧘ዊቇᩞ౉ቇand/or ᮡḰߣ⇣ߥࠆ࿁╵᭽ᑼ೨ᓟߦ⊒⷗ߐࠇࠆ႐ว߇ᄙ޿‫ߦ⥸৻ޕ‬ㆮવ⊛zዊ⺰ᢥ࿁╵ߩઍ╩⠪޽ࠆ޿ߪࠦࡦࡇࡘ࡯ේ࿃߇޽ࠆߣߐࠇࠆ߇㧘ઁߦㆡᒰߥ⸻ᢿฬ߇ߥߊห᭽ߩ∝⁁ࠍ␜ߔ႐วࠍ฽߻‫ޕ‬ᵈᗧജࠍ࠲ߦࠃࠆ౉ജzዊ⺰ᢥ⹜㛎ߩߺߩᤨ㑆ᑧ㐳㧔╩⸥ߦ߅ߌ⛽ᜬߒߦߊ޿㧘ᤨ㑆ᗵⷡ߇ߕࠇߡ޿ࠆ㧘᭽‫ޘ‬ࠆ⊒㆐㓚ኂ㧘ᦠሼ㓚ኂ(dysgraphia)ߩ႐

ߥᖱႎࠍ߹ߣ߼ࠆߎߣ߇⧰ᚻߥߤߩ․ᓽ߇޽

ว㧕ࠆ‫ޕ‬ᣣᏱ↢ᵴߦᄢ߈ߥᡰ㓚ࠍ߽ߚࠄߔ߇ㆡಾ

ฃߌࠆߎߣߩߢ߈ࠆ․೎ភ⟎ߪ㓚ኂߦᔕߓߡߥᴦ≮ߣⅣႺࠍᢛ߃ࠆߎߣߦࠃߞߡ∝⁁ࠍ✭ᄙ᭽ߢ޽ࠆ‫ޕ‬SAT ߢฃߌࠆߎߣߩߢ߈ࠆ․೎

๺ߔࠆߎߣ߽น⢻ߢ޽ࠆ‫ޕ‬⣖㓚ኂߩ஥㕙߇ᒝភ⟎ߩ⹦⚦ߦߟ޿ߡߪ㧘College Board ߩ W޿ߣߐࠇ㧘ߒߟߌ߿ᧄੱߩദജߛߌߢ∝⁁ߥeb ࡍ࡯ࠫ http://www.collegeboard.com/ssd/ߤߦኻಣߔࠆߩߪ࿎㔍ߢ޽ࠆߎߣ߇ᄙ޿‫ޕ‬

student/accom.html ࠍෳᾖߐࠇߚ޿‫ޕ‬․೎ភ⟎ࠍ↳⺧ߔࠆߚ߼ᜰ㊎ߢ޽ࠆ ACT

3 ࠕࡔ࡝ࠞߩ౏⊛⹜㛎ߦ߅ߌࠆ․೎ភ⟎ߩߩ Guideline for Documentation ߣ ETS ߩ⒳㘃

Document Guideline ߪ߶߷ห᭽ߢ޽ࠆ߇㧘 ࠕࡔ࡝ࠞߦ߅޿ߡ㓚ኂࠍ⹺߼ࠄࠇߚฃ㛎⠪޿ߕࠇ߽ࡊࡠߩ⸻ᢿᦠߦട߃㧘ቇ⠌㓚ኂ(LD)ߪ㧔㧝㧕࠹ࠬ࠻࠮ࡦ࠲࡯㧘޽ࠆ޿ߪ㧔㧞㧕࠹ߦߟ޿ߡߪផ⺰ജ㧘ℂ⸃ജ㧘ᖱႎಣℂ⢻ജߦࠬ࠻࠮ࡦ࠲࡯એᄖ㧔ㅢᏱߪ㜞ᩞ㧕ߢฃ㛎ߔࠆ‫ޕ‬߅ߌࠆᓧὐߣᮡḰࠬࠦࠕ޽ࠆ޿ߪࡄ࡯࠮ࡦ࠲࠹ࠬ࠻࠮ࡦ࠲࡯ߢฃ㛎ߔࠆ႐ว㧘ᮡḰߩᤨ㑆ࠗ࡞㧘ട߃ߡߘࠇߦઍࠊࠅ߁ࠆ೎ߩ⸽᜚ߩឭߢ࿁╵ࠍߔࠆ႐ว(Center Testing #1)ߣ㧘␜߇᳞߼ࠄࠇߡ޿ࠆ‫ޕ‬ᵈᗧᰳ㒱࡮ᄙേᕈ㓚ኂ50㧑Ⴧߒߩ࿁╵ᤨ㑆ࠍ↪޿ߡ࿁╵ߔࠆ႐ว(AD/HD)ߦߟ޿ߡߪ㧘ೋᦼ⊒∛ߩ⸽᜚㧘⃻࿷(Center Testing #2)߇޽ࠆ‫ޕ‬߽㓚ኂ߇޽ࠆ⸽᜚㧘ᮡḰൻߐࠇߚᐕ㦂⋧ᔕߩzCenter Testing #1㧦ᮡḰ࠹ࠬ࠻ᤨ㑆㧧ゞ࠹ࠬ࠻⚿ᨐ㧘DSM-ΦၮḰߦ޿ߊߟㆡวߒߡ

޿ߔߢߩฃ㛎㧘᜛ᄢᢥሼ㧧⡬ⷡ㓚ኂ⠪ߦ޿ࠆ߆ߩᢙߦߟ޿ߡߩឭ␜ߥߤ㧘ቴⷰ⊛ߥ⾗ߟ޿ߡߪ⺒ໃ⹤⠪߿ᚻ⹤ㅢ⸶⠪ࠍㄭߊߦᢱߩឭ಴߇᳞߼ࠄࠇߡ޿ࠆ‫ޕ‬⟎ߊߎߣ߇ⷐ᳞ߢ߈ࠆ‫ޕ‬zCenter Testing #2㧦50㧑Ⴧߒߩ࿁╵ᤨ

4 ࡈ࡜ࠣߩ⣕⪭ߦߟ޿ߡ

㑆㧧ㅢᏱ㧟ᤨ㑆㧠㧡ಽߩ࠹ࠬ࠻ࠍ㧡ᤨ㑆 ߆ߟߡ SAT ߅ࠃ߮ ACT ߩฃ㛎ߦ߅޿ߡ㧘ߢ࿁╵ߔࠆ‫ޕ‬૞ᢥ࠹ࠬ࠻㧔ㅢᏱ 30 ಽ㧕㓚ኂ⠪߇ᤨ㑆ᑧ㐳ߥߤߩ‫ޟ‬ᮡḰ⊛ߢߥ޿‫ޠ‬ភߪ 45 ಽߢ࿁╵ߔࠆ‫ޕ‬ㅢᏱߩࡈࠜࡦ࠻⟎ࠍฃߌߚ႐วߦߪ㧘ߘߩߎߣࠍ␜ߔߚ߼ߦ

㧔10pt㧕ߩઍࠊࠅߦ᜛ᄢᢥሼ㧔18pt㧕ߩࠬࠦࠕ࡟ࡐ࡯࠻ߩࠬࠦࠕߦࠕࠬ࠲࡝ࠬࠢ߇ઃ໧㗴ౠሶ߇೑↪ߢ߈ࠆ‫ᤨޕ‬㑆ᑧ㐳ߪ㧘ฃߌࠄࠇߡ޿ߚ‫ߣࠣ࡜ࡈࠍࠇߎޕ‬๭ࠎߢ޿ࠆ‫ޕ‬㛎ᐕᐲߦߟ߈ᦨೋߩ㧝࿁ߦ㒢ࠅ↳⺧ᦠ㘃ߒ߆ߒ College Board ߪ 2003 ᐕ 10 ᦬ 1 ᣣࠃࠍឭ಴ߔࠆ‫ޕ‬ࠅ SAT, PSAT/NMSAT, AP ࠹ࠬ࠻ࠍ฽߻⥄−193−

大学入試研究ジャーナル第21号

ࠄ߇▤ロߔࠆోߡߩ࠹ࠬ࠻ߩోߡߩࡈ࡜ࠣࠍ

㧝㧕⸻ᢿߐࠇߚ㓚ኂߩฬ⒓߇⸥ㅀߒߡ޽ࠆߎߣ

ࠬࠦࠕ࡟ࡐ࡯࠻߆ࠄ㒰෰ߔࠆߎߣࠍ᳿ቯߒߚ‫ޕ‬㧞㧕⃻࿷߽ߘߩ㓚ኂࠍ᦭ߒߡ޿ࠆߎߣ㧔㧟ᐕએౝߩ⸻ߎ ࠇ ߪ 1999 ᐕ ߩ Educational Testingᢿߢ޽ࠆߎߣ㧕Service㧔ETS㧕߳ߩ⸷⸩ߦ┵ࠍ⊒ߒߡ߅ࠅ㧘㧟㧕㑐ଥߔࠆᢎ⢒਄ߩ㧘⊒㆐਄ߩ㧘කቇ਄ߩࡅࠬ࠻࡝ETS ߪ College Board ߇ᚲ᦭ߔࠆ࠹ࠬ࠻ߦవ࡯㧔ኻᔕߩጁᱧߦߟ޿ߡ⸥ߒߚ߽ߩ㧕߇޽ࠆߎߣߛߞߡ⥄ࠄ⋙〈ߔࠆ࠹ࠬ࠻ߦ߅ߌࠆోߡߩࠬ㧠㧕⸻ᢿߩ㓙ߦ↪޿ߚ൮᜝⊛ߥ࠹ࠬ࠻ߣߘߩᚻᴺߦߟࠦࠕ߆ࠄࡈ࡜ࠣࠍ㒰෰ߔࠆߎߣࠍ᳿ቯߒߡ޿ߚ‫ ߼ߚߩߎޕ‬College Board ߣ Disability޿ߡㅀߴߡ޽ࠆߎߣ㧡㧕ߘߩ࠹ࠬ࠻⚿ᨐߦࠃߞߡᡰᜬߐࠇࠆᯏ⢻਄ߩ㒢⇇

Rights Advocates (㓚ኂ⠪ᮭ೑ᡰេ⚵❱)ߪߎߩ໧㗴ࠍขࠅ਄ߍ㧘㓚ኂᢎ⢒㧘ᔃℂ᷹ቯ㧘౉ߦߟ޿ߡㅀߴߡ޽ࠆߎߣ㧢㧕ⷐ᳞ߔࠆភ⟎ߣ㧘ߘߩភ⟎߇ᔅⷐߥℂ↱ߦߟ޿ߡ⹜㑐ଥ⠪߆ࠄߥࠆኾ㐷ኅߦࠃࠆࡉ࡞࡯࡝ࡏࡦㅀߴߡ޽ࠆߎߣᆔຬળߢᬌ⸛ࠍⴕ޿㧘2001 ᐕ 3 ᦬ 27 ᣣߦⴕ㧣㧕ࡊࡠߩ⸻ᢿ⠪ߦࠃࠆ⟑ฬࠊࠇߚᛩ␿ߩ⚿ᨐ㧘4 ኻ 2 ߢ College Boardߩ▤ℂߔࠆ౒ㅢ࠹ࠬ࠻߆ࠄࡈ࡜ࠣࠍ㒰෰ߔࠆߎߣ߇ផᅑߐࠇߚ‫ޕ‬College Board ߪߎࠇࠍฃߌ౉ࠇࠆߣ޿߁ᒻߢ㧘ࡈ࡜ࠣߪోᑄߔࠆߎߣߣߥߞߚ‫ޕ‬ACT ߽ߎࠇߦㅊ㓐ߒ㧘2002 ᐕ7 ᦬ߦᤨ㑆ᑧ㐳ࠍ␜ߔࡈ࡜ࠣࠍ㒰෰ߔࠆߎߣࠍ ᱜ ᑼ ߦ ࠕ ࠽ ࠙ ࡦ ࠬ ߒ ߚ (HighBeamResearch, 2002)‫ޕ‬ㆊ෰ߦࡈ࡜ࠣઃ߈ߢ࠹ࠬ࠻ࠍฃߌߚ⠪ߢ߽ 2003 ᐕ 10 ᦬ 1 ᣣએ㒠ߦ⊒ⴕߐࠇࠆࠬࠦࠕ࡟ࡐ࡯࠻ߦ߅޿ߡ(ㆊ෰ߩ)ࡈ࡜ࠣߪ㒰෰ߐࠇࠆߎߣߣߥߞߚ(College Board,2002b)‫ޕ‬ ࡈ࡜ࠣࠍήߊߔߎߣߢ㓚ኂ⠪ߩߚ߼ߩភ⟎ࠍฃߌࠆ⠪߇ᕆჇߔࠆߎߣߪᒰὼ੍ᗐߐࠇࠆ  ᔨ ߢ ޽ ࠆ ߇ 㧘 ߎ ࠇ ߦ ኻ ߒ ߡ ߪ 㧘 CollegeBoard ߦࠃࠇ߫㧘㓚ኂ߇⹺߼ࠄࠇࠆߚ߼ߩ
Services for Students with Disabilities
(SSD) Information Brochure ߦࠃߞߡ␜ߐ
ࠇࠆ 3 ߟߩၮᧄ⊛್ᢿߦᓥ߁ߚ߼ߦᄌࠊࠄߥ޿ߣߒߡਥᒛߒߡ޿ࠆ‫ߩߘޕ‬ၮᧄ⊛್ᢿߣߪ㧝㧕࠹ࠬ࠻ฃ㛎ߢ⻠ߓࠄࠇࠆភ⟎߇㧘ฃ㛎⠪ߩ߽ߞߡ޿ࠆ㓚ኂߦߣߞߡᔅⷐ߆㧞㧕ቇᩞߢ㧔⻠ߓࠄࠇࠆភ⟎ߦᔅⷐߥ㧕ࠨࡐ࡯࠻ࠍฃߌߡ޿ࠆߎߣࠍ␜ߔᢥᦠ߇޽ࠅ㧘ߘࠇ߇ࠟࠗ࠼࡜ࠗࡦ㧔Document Guideline㧕ߦว⥌ߒߡ޿ࠆ߆㧟㧕ቇᩞߢታᣉߐࠇߡ޿ࠆ࠹ࠬ࠻ߦ߅޿ߡ㧘ߘߩ㓚ኂߩߚ߼ߦ㧘ⷐ᳞ߔࠆភ⟎ࠍฃߌߡ޿ࠆ߆ߢ޽ࠆ‫߇ࡦࠗ࡜࠼ࠗࠟߩߘޕ‬ḩߚߔߴ߈ၮḰߪએਅߩㅢࠅߢ޽ࠆ(College Board, 2002a)‫ޕ‬ ߎߎߢࡈ࡜ࠣߦߟ޿ߡ㧘⧯ᐓ⵬⿷ߒߡ߅ߊ‫ޕ‬ࠬࠦࠕߦઃ㓐ߔࠆࠕࠬ࠲࡝ࠬࠢߔߥࠊߜࡈ࡜ࠣߪ㧘‫ޟ‬ᮡḰ⊛ߥ‫౉ޠ‬ቇ࠹ࠬ࠻߇޽ࠆ⒳ߩ‫ޟ‬ᮡḰ⊛ߢߥ޿‫⁁ޠ‬ᴫߦ߅޿ߡታᣉߒߚߣ߈ߦઃߌࠄࠇࠆ‫࡞ࠗ࡟ࡉߡߞ߇ߚߒޕ‬ὐሼ໧㗴ߥߤߩ‫ޟ‬ᮡḰ⊛ߢߥ޿‫ޠ‬໧㗴ࠍ࿁╵ߒߚ႐วߦߪࡈ࡜ࠣߪߟߌࠄࠇߥ޿ߎߣߦᵈᗧߔࠆ‫ߚ߹ޕ‬㧘ߎߩࡈ࡜ࠣߪනߦ‫ޟ‬ᮡḰ⊛ߢߥ޿⁁ᴫ‫␜ࠍޠ‬ߔߛߌߢ޽ߞߡ㧘‫࠻ࠬ࠹ߥ߁ࠃߩߤޟ‬ⅣႺߢታᣉߐࠇߚ߆ߦߟ޿ߡߩᖱႎ‫ߪޠ‬฽ࠎߢ޿ߥ޿(College Board, 2002a)‫ޕ‬
American Education Research Association et al. (1999) ߦࠃࠇ߫㧘ߎߩ․೎ភ⟎ߩ⋡⊛ߪ‫ޟ‬᷹ቯߩਥ⋡⊛ߢ޽ࠆౝኈߦᓇ㗀߇ߢߥ޿ࠃ߁ߦ࠹ࠬ࠻ฃ㛎⠪ߩዻᕈ (attribute)ߦࠃࠆᓇ㗀ࠍᦨዊߦߔࠆ‫ޕࠆ޽ߢߣߎޠ‬College Board ߇㓚ኂ⠪ߦኻߒߡᑧ㐳ᤨ㑆ࠍਈ߃ࠆߎߣ㧘߹ߚࡈ࡜ࠣࠍ 2003 ᐕࠃࠅ⣕⪭ߐߖߚᩮ᜚ߣߒߡߪ㧘SAT ߇ࠬࡇ࡯࠼ࠍ᷹ቯߔࠆ߽ߩߢߪߥ޿ߣߩ್ᢿߦၮߠ޿ߡ޿ࠆ
㧔Leong & Breimhorst, 2005㧕‫ޕ‬SAT ߦߟ޿ߡߩᐞߟ߆ߩ⎇ⓥ⚿ᨐߦࠃࠇ߫㧘㓚ኂ⠪ߩᤨ㑆ᑧ㐳ߦࠃࠅ Verbal㧔⺆ቇജ㧕ߢ 32 ὐ㧘Math(ᢙℂ⢻ജ)ߢ 26 ὐߩ਄᣹(ฦ 800 ὐḩὐ)߇޽ࠆߣߒߡ޿ࠆ‫৻ߩߘޕ‬ᣇߢ㧘ஜᏱ⠪ߩᤨ㑆ᑧ㐳ߪห╬ߩ਄᣹ߪߥ޿ߣߒߡ޿ࠆ(College Board, 2002b)‫ࠇߘޕ‬᡿㧘ߎࠇࠄߩភ⟎߇㧘ቇ⠌㓚ኂࠍᜬߟቇ↢ࠍ்ߟߌࠆߎߣߥ

−194−アメリカの学習障害者におけるSATおよびACTの受験についてߊ㧘౏ᐔߦ⹏ଔߔࠆߔࠆ႐ࠍ଻ᜬߔࠆߩߦᓎ

⴫ 1㧦1993 ᐕ߆ࠄ 2000 ᐕߦࠊߚࠆ SAT ߩోฃ㛎⠪┙ߞߡ޿ࠆߣߒߡ޿ࠆ‫ޕ‬ᢙ ߦ ኻ ߔ ࠆ 㓚 ኂ ⠪ ߩ ഀ ว 㧔 ಴ ౖ 㧦 College Board,
2002b ࠃࠅᛮ☴㧕

5 ․೎ភ⟎ࠍฃߌࠆ㓚ኂ⠪ߩᢙߦߟ޿ߡ
ᢥㇱ⑼ቇ⋭(2002 ᐕ 10 ᦬)ߩ‫ޟ‬ㅢᏱߩቇ⚖✚ᢙߦ࿷☋ߔࠆ․೎ߥᢎ⢒⊛ᡰេࠍᔅⷐߣߔࠆఽ㓚ኂ⠪┬↢ᓤߦ㑐ߔࠆో࿖ታᘒ⺞ᩏ‫ޠ‬㧔ᢥㇱ⑼ቇ⋭

93

94

95

96

1,044,465

1,050,386

1,067,993

1,084,725

12,25914,994

16,16319,046

1.2%

Ყ₸

1.4%

1.5%

1.8%

97

98

99

2000

2002b㧕ߦࠃࠇ߫㧘ቇ⠌㕙߆ⴕേ㕙ߦ⪺ߒ޿✚ᢙ

1,127,021

1,172,779

1,220,113

1,260,268࿎㔍ࠍᜬߟߣ౏┙ዊਛቇᩞߩᜂછᢎᏧ߇࿁╵㓚ኂ⠪21,61823,31824,016

25,570ߒߚᢙߩో૕ߦኻߔࠆᲧ₸ߪ 6.3㧑㧔ቇ⠌㕙Ყ₸

1.9%

2.0%

2.0%

2.0%

ߩ ࿎ 㔍 4.5 㧑 㧘 ⴕ േ 㕙 ߩ ࿎ 㔍 2.9 㧑 㧘ADHD2.5㧑㧘㜞ᯏ⢻⥄㐽∝ 0.8㧑ߥߤਔᣇߦ
߹ߚ߇ࠆ⠪޽ࠅ㧕ߢ޽ࠅ㧘ઁߦ⍮⊛㓚ኂ߅ࠃߎࠇߦࠃࠆߣ㧘ߘߩ㑆㧘․೎ភ⟎ࠍฃߌߚ߮ߘߩ๟ㄝߣផቯߐࠇࠆ⠪߇ 3㧑޿ࠆߣߒߡ

⠪ߩഀวߪ 1.2%߆ࠄ 2.0㧑ߦ਄᣹ߒߡ޿ࠆ‫ޕ‬޿ࠆ‫ޕ‬

ߚߛߒ 1998 ᐕએ㒠ߪ 3 ᐕ㑆 2.0㧑ߢ৻ቯߢ޽

ࠕࡔ࡝ࠞߢߪ৻⥸ߦᐢ⟵ߩቇ⠌㓚ኂ⠪㧔LD,ࠆ‫⃻ޕ‬࿷㧔2008 ᐕᐲ㧕߽⚂ 2㧑ߢ޽ࠆߎߣࠍ

AD/HD, AS, PDD ߶߆㧕ߪੱญߩ 10㧑޿ࠆ⠨߃ࠇ߫㧘ߎߩᲧ₸ߢ⚂ 10 ᐕ㑆৻ቯߢ޽ࠆ

ߣߐࠇ(Ryan, 2006㧕, ߎߩᢙሼߪ਄ߩᚒ߇࿖ߣផ᷹ߐࠇࠆ‫ޕ‬ߩ ᢙ ሼ (6.3%+3%) ߣ ߆ ߥ ࠅ ৻ ⥌ ߔ ࠆ ‫ ޕ‬The㓚ኂߩౝ⸶ߩ⹦⚦ߦߟ޿ߡߪ㧘ߎߩ⹤㗴߇

College Board, SAT Program Relations,㕖Ᏹߦ࠮ࡦࠪ࠹ࠖࡉߢ޽ࠆߚ߼ߦ SAT, ACTExecutive Director ߩ Brian O'Reilly ᳁ߦߣ߽ߦ੹࿁ߩ⺞ᩏߢᢎ߃ߡ޿ߚߛߊߎߣ߇ߢࠃࠆߣ㧘SAT ࠍฃߌࠆ⠪ߩ߁ߜ⚂ 2㧑߇․೎

߈ߥ߆ߞߚ‫ ߛߚޕ‬Ragosta & Wendler (1992)ភ⟎ࠍฃߌߡ߅ࠅ㧘ߘߩᄢඨ߇ LD ߆ AD/HD㧘ߦߪ㧘1986-87 ᐕߣ 1987-88 ᐕߩ㓚ኂࠍ߽ߟ߹ߚߘߩਔᣇߛߣߒߡ޿ࠆ‫ߜ߁ߩ⺧↳ߚ߹ޕ‬

SAT ฃ㛎⠪ᢙߣ㓚ኂ೎Ყ₸߇␜ߐࠇߡ޿ࠆ⚂ 80㧙85㧑߇⹺߼ࠄࠇߡ޿ࠆ‫ޕ‬ㅒߦ޿߃߫㧘(⴫ 2)‫ޕ‬

15㧙20㧑ߪ↳⺧߇⹺߼ࠄࠇߡ߅ࠄߕ㧘ߘߩ⹺ߎߩᒰᤨߪ㧘․೎ភ⟎ࠍฃߌߚ⠪ߩഀวߪቯ߇߆ߥࠅ෩ᩰߦㆡ↪ߐࠇߡ޿ࠆ߽ߩߣᕁࠊ

ో૕ߩ 0.7㧑ߢ㧘ߘߩᲧ₸ߪ⃻࿷ߩ⚂ 1/3 ߢࠇࠆ‫ޕ‬޽ࠆ‫ߩߎޕ‬ᓟ㧘ቇ⠌㓚ኂ⠪ߩഀว߇ᕆỗߦჇ

College Board (2002b)ߦߪ㧘1993 ᐕ߆ࠄ߃ߡ߈ߡ߅ࠅ㧘⃻࿷ߩ⁁ᴫߣߪ߆ߥࠅ᭽⋧߇

2000 ᐕߦࠊߚࠆ SAT ߩోฃ㛎⠪ᢙߣᮡḰߣ⇣ߥߞߡ޿ࠆ‫ ߽ߢࠇߘޕ‬1998 ᐕ 7 ᦬߆ࠄᮡḰએᄖ㧔․೎ភ⟎ࠍ߁ߌߚ႐ว㧕ߩౝ⸶ߣ

1999 ᐕ 6 ᦬߹ߢฃ㛎ߒߚ SAT I ߩว⸘ߘࠇߙࠇߩᲧ₸߇␜ߐࠇߡ޿ࠆ‫ ⴫ޕ‬1 ߦߘߩ2,468,600 ੱߦኻߒ㧘LD ߪ 47,000 ੱ߽߅ࠅ㧘ᛮ☴ࠍタߖࠆ‫ޕ‬ߘߩᲧߪ 1.9㧑ߢ޽ࠆ(College Board, 2002b)‫ޕ‬㓚ኂ⠪․೎ភ⟎ࠍฃߌࠆో૕ߢ 2.0㧑ߢ޽ࠆ
߆ࠄ․೎ភ⟎ࠍฃߌࠆ⚂ 95㧑߇ቇ⠌㓚ኂߢ޽ࠆߣផ᷹ߢ߈ࠆ‫ޕ‬ฃ㛎⠪ߩ⚂ 2㧑߇․೎ភ⟎ࠍ߁ߌࠆߣ޿߁ᢙ୯⥄૕ߦߟ޿ߡߪ޿ߊߟ߆ߩ⼏⺰߇޽ࠆࠃ߁ߢ޽ࠆ‫ߪߟ৻ߩ⺰⼏ޕ‬㧘⚂ 10㧑ߣߐࠇࠆቇ
⠌㓚ኂ⠪ߩᢙߦᲧߴ㧘2㧑ߪ޽߹ࠅߦዋߥ޿


−195−

大学入試研究ジャーナル第21号

⴫ 2㧦1986-87 ᐕ߅ࠃ߮ 1987-88 ᐕߩ㓚ኂࠍ߽ߟ SAT੐↱ߣߔࠆ↳⺧⠪ᢙߩჇട߿㧘ᣂߚߥ․೎ភ

ฃ㛎⠪ᢙߣ㓚ኂ೎Ყ₸㧔಴ౖ㧦Ragosta & Wendler,⟎ౝኈࠍᬌ⸛ߔࠆᔅⷐᕈ߇੍ᗐߐࠇࠆߣߎࠈ1992)߆ࠄߩᄌᦝߢ޽ࠆ‫ޕ‬⊒㆐㓚ኂ⠪ߦኻߔࠆ․೎ភ⟎ߩਥߥౝኈߪ㧘㓚ኂฃ㛎⠪ᢙᲧ₸㧔㧑㧕

⡬ⷡ

600

4

⹜㛎ᤨ㑆ߩᑧ㐳㧔1.3 ୚㧕㧘࠴ࠚ࠶ࠢ⸃╵㧔࠴ቇ⠌13,86879ࠚ࠶ࠢ⸃╵↪⚕ߦฃ㛎⠪߇ㆬᛯ⢇ߩᢙሼ╬ࠍ

り૕⊛㓚ኂ

787

4࠴ࠚ࠶ࠢߔࠆ⸃╵ᣇᴺ㧕㧘᜛ᄢᢥሼ໧㗴ౠሶߩ

ⷞⷡ

1603

9㈩Ꮣ㧘೎ቶߩ⸳ቯ㧘ߘߩઁߢ޽ࠆ‫ߎߒߛߚޕ‬㊀ⶄ㓚ኂ(Multiple)

3772ࠇࠄភ⟎ߩ↳⺧ߦ޽ߚߞߡߪ㧘․೎ភ⟎↳⺧ߘߩઁ㧔ಽ㘃ਇ⢻㧕3372ᦠߣ㧔කᏧߦࠃࠆ㧕⸻ᢿᦠ‫ޔ‬㧔㜞╬ቇᩞ㑐ଥ⠪17,632100ߦࠃࠆ㧕⁁ᴫႎ๔࡮ᗧ⷗ᦠߩឭ಴߇᳞߼ࠄࠇ

ว⸘ߣ޿߁߽ߩߢ޽ࠆ㧔Ryan, 2006㧕‫ޕ‬ቇ⠌㓚ኂࠆ‫ޕ‬᳿ቯߒߚฃ㛎․೎ភ⟎ߪ 12 ᦬਄ᣨ߆ࠄ߇⹺߼ࠄࠇࠆߚ߼ߦߪ㧘ߘߩߚ߼ߩ⸻ᢿ࠹ࠬਛᣨߦ߆ߌߡㅍઃߐࠇࠆ‫ޟ‬り૕㓚ኂ⠪╬ฃ㛎࠻ࠍฃߌߨ߫ߥࠄߕ㧘ૐ෼౉ߩኅᐸߦ޽ߞߡ․೎ភ⟎᳿ቯㅢ⍮ᦠ‫ߢޠ‬ㅢ⍮ߐࠇࠆ‫ޕ‬ߪߘࠇ߇ᄢ߈ߥ⽶ᜂߦߥߞߡ޿ࠆߣ޿߁‫ޕ‬⊒㆐㓚ኂߩሶߤ߽ߩਛߦߪ․ቯߩಽ㊁ߢᚽࠞ࡝ࡈࠜ࡞࠾ࠕᎺߩ state auditor(Ꮊ⋙ᩏ⢻ࠍ⊒ើߔࠆࠤ࡯߽ࠬ޽ࠅ㧘੹࿁ߩភ⟎ߪ㜞ቭ)ߦࠃࠆႎ๔ߦࠃࠆߣ㧘ోฃ㛎⠪ߩ 64㧑߇╬ᢎ⢒ߩਛߢߘ߁ߒߚജࠍિ߫ߔߎߣߦߟߥ

⊕ੱߢ޽ࠆ߇㧘․೎ភ⟎ࠍฃߌߚ⠪ߩ߁ߜ⊕߇ࠆߣᕁࠊࠇࠆ‫⊒ޕ‬㆐㓚ኂ߳ߩℂ⸃߿ᡰេ߇

ੱߩഀวߪ 84㧑ߢ޽ߞߚ㧔᦭ᗧߦ㜞޿㧕‫߹ޕ‬ㅴ߻߈ߞ߆ߌߦߥࠆߎߣࠍᦼᓙߒߡ޿ࠆ‫ޕ‬ߚࡠࠨࡦࠫࠚ࡞ࠬߩࠬ࡜ࡓൻߒߚਛᔃᏒⴝ࿾
(inner-city)ߩ 10 ߩ㜞╬ቇᩞߢߪ 1,439 ੱ߇ฃ㛎ߒߚ߇㧘⺕৻ੱߣߒߡ․೎ភ⟎ࠍฃߌߡ޿ߥ߆ߞߚ㧔᦭ᗧߦૐ޿㧕‫ߦࠆߔⷐޕ‬㧘⊕ੱߩ⵨⑔ߥኅᐸߩሶଏߛߌ߇ߎߩ․೎ភ⟎ߩᕲᕺࠍฃߌࠆߎߣ߇ߢ߈ࠆߣߒߡ޿ࠆ‫߼ߚߩߎޕ‬SAT ߪᮡḰ⊛ߥᨒ⚵ߺߢⴕࠊࠇࠆ࠹ࠬ࠻એ਄ߩߎߣࠍߔߴ߈ߢߪߥ޿ߣ޿߁ᗧ⷗߽৻ᣇߢ޽ࠆ‫ޕ‬
6 ߻ߔ߮ᚒ߇࿖ߩᄢቇ౉⹜࠮ࡦ࠲࡯⹜㛎ߦ߅ߌࠆ㓚ኂ⠪․೎ភ⟎ߪ㧘ߎࠇ߹ߢⷞⷡ㓚ኂ࡮⡬ⷡ㓚ኂ࡮⢇૕ਇ⥄↱࡮∛ᒙߩߺߢ‫⊒ޔ‬㆐㓚ኂߩⷙቯߪߥߊ㧘ߘ߁ߒߚᔒ㗿⠪߇․೎ߥភ⟎ࠍ᳞߼ࠆ႐ว㧘‫ߢޠઁߩߘޟ‬ᔒ㗿ߔࠆએᄖߩ㆏ߪߥ߆ߞߚ‫ޕ‬ߒ߆ߒ㧘ᧄᐕᐲ㧔 ᐕ  ᦬ታᣉ㧕ߩ࠮ࡦ࠲࡯⹜㛎߆ࠄ㧘㓚ኂ඙ಽߦᣂߚߦ⊒㆐㓚ኂࠍ⸳ߌࠆߣ޿߁ᄢ߈ߥᡷቯ߇ߥߐࠇߚ ᄢቇ౉⹜࠮ࡦ࠲࡯㧘 ‫੹ߪࠇߎޕ‬ᓟ‫⊒ޔ‬㆐㓚ኂࠍෳ⠨ᢥ₂
American Educational Research Association,American Psychological Association, andNational Council on Measurement inEducation (1999). Students for educational
and psychological testing, Washington, DC:
American Educational Research Association.
College Board (2002a). Frequently Asked
Questions about the College Board’s
Decision to Drop Flagging from Standardized Test, July, 2002.
College Board (2002b). The Impact ofFlagging on the Admission Process:Policies, Practices, and Implications, 2002.
ᄢቇ౉⹜࠮ࡦ࠲࡯(2010).‫ޟ‬ᐔᚑ 23 ᐕᐲᄢቇ౉ቇ⠪ㆬᛮᄢቇ౉⹜࠮ࡦ࠲࡯⹜㛎ฃ㛎᩺ౝ(೎ౠ)‫ޠ‬HighBeam Research (2002). Black Issues inHigher Education: SAT, ACT to stop
flagging disabled students' test scores.
(noteworthy news), August 15, 2002.
Leong, Nancy & Breimhorst, Beyond (2005).
Appropriate Accommodation of Students
with Learning Disabilities on the SAT,
Stanford Law Review, Vol.57, No.4, 2005.

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アメリカの学習障害者におけるSATおよびACTの受験についてᢥㇱ⑼ቇ⋭(2006a)㧦⊒㆐㓚ኂ⠪ᡰេᴺߩᣉⴕߦߟ޿ߡ㧘17 ᢥ⑼ೋ╙ 16 ภෘ↢ഭ௛⋭⊒㓚╙
0401008 ภ.
ᢥㇱ⑼ቇ⋭(2006b).‫ޟ‬ㅢᏱߩቇ⚖ߦ࿷☋ߔࠆ․೎ߥᢎ⢒⊛ᡰេࠍᔅⷐߣߔࠆఽ┬↢ᓤߦ㑐ߔࠆో࿖ታᘒ⺞ᩏ‫⺞ޠ‬ᩏ⚿ᨐ, ੹ᓟߩ․೎ᡰ
េᢎ⢒ߩ࿷ࠅᣇߦߟ޿ߡ㧔ᦨ⚳ႎ๔㧕
Ragosta, Marjorie & Wendler, Cathy (1992).
Eligibility Issues and Comparable Time
Limits for Disables and Nondisabled SAT
Examinees, College Board Report No. 92-5,ETS RR No. 92-35, 1992.
Ryan, Joan (2006). Learning disabled left
behind, page B-1 of the San Francisco
Chronicle.

−197−