Cooperation between speech-language-hearing therapists and teachers of speech impediment classes for children with developmental disabilities who are learning in regular classes:the current state and future issues Mayu Matsuoka 1 , Toshihide Okumura 2 , Kunihiko Hattori 3 , Tatsuya Mizuno 4 , Hirotaka Watabe 5 1Department of Rehabilitation, Aichiken Kouseiren Showa Hospital 2Speech impediment class, Iwakuraminami Elementary School, Iwakura, Aichi 3Speech impediment class, Fujisato Elementary School, Konan, Aichi 4Speech impediment class, Hotei Elementary School, Konan, Aichi 5Department of Otorhinolaryngology, Aichiken Kouseiren Showa Hospital Keyword: 通常学級 , 言語聴覚士 , ことばの教室 , 発達障害 , 連携 , regular classes , speech-language-hearing therapists , speech impediment classes ("kotoba-no-kyoshitsu") , developmental disabilities , cooperation pp.120-124
Published Date 2007/7/15
DOI https://doi.org/10.11477/mf.6001100122
  • Abstract
  • Look Inside
  • Reference
  • Cited by

 In this paper, we report on our attempt to improve cooperation between the speech-language-hearing therapists (ST) and the teachers of speech impediment classes ("kotoba-no-kyoshitsu") for children with developmental disabilities who belong to regular classes. We also identify related issues which need to be addressed in the future. We compared 25 children who received training and guidance under our "cooperation" trial between April 1998 and September 2006, with 112 children whose service had no such cooperation between the ST and teachers. We found that cooperation was effective for the children, parents, ST, and teachers. However, there were some problems in organizing cooperation beyond the personal level, the period of cooperation, and the frequency of information exchange. Both the ST and the teachers saw problems with the reservation schedule, the frequency of training, and the advertising of the services. In the future, the parents and elementary school teachers need to be more informed about the services provided by the ST and the speech impediment classes, and a supporting system appropriate for each school grade should be established. For STs who work with pediatric population, providing continuous support to children with developmental disabilities who belong to regular classes will become essential, as the special support education system continues to improve.

Copyright © 2007, Japanese Association of Speech-Language-Hearing Therapists. All rights reserved.


電子版ISSN 印刷版ISSN 1349-5828 日本言語聴覚士協会