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The role of speech-language-hearing therapists in special support education : Giving communication support to children with mild developmental disabilities Hiroshi Fujino 1 Keyword: 軽度発達障害 , 特別支援教育 , コミュニケーション支援 , mild developmental disabilities , special support education , communication support pp.127-134
Published Date 2006/12/15
DOI https://doi.org/10.11477/mf.6001100089
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 The roles of speech-language-hearing therapists (SLHT) for children with mild developmental disabilities in regular classrooms under the special support education system, due to start in 2007, are discussed. The core of the special support education system includes systematic assessment and the development of an Individual Educational Plan (IEP) for each child with special needs. SLHTs can contribute in supporting the assessment and IEP development. The concept of disabilities has fundamentally changed in recent years as shown in the ICF paradigm. It is a paradigm shift from regarding disability as an attribute of an individual to regarding disability as a barrier to participation, lying between the individual and his/her environment. In addition to their traditional roles in training children to improve their language functions, important roles of SLHTs will include providing support for adjusting the school environment toward removing the barriers to studying and communication caused by language impairment, and promoting participation in various school activities.


Copyright © 2006, Japanese Association of Speech-Language-Hearing Therapists. All rights reserved.

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電子版ISSN 印刷版ISSN 1349-5828 日本言語聴覚士協会

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