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A survey of the roles of speech-language-hearing therapists in special needs education schools for the deaf Shuichi Hara 1 , Izumi Tsukasa 2 , Noriko Kurauchi 1 1Department of Speech-Language-Hearing Therapy, School of Medical Science, Kyushu University of Health and Welfare 2Department of Rehabilitation, Kobe Rehabilitation Hospital Keyword: 聴覚特別支援学校 , 言語聴覚士(ST) , 補聴器 , 人工内耳 , 連携 , special needs education school for the deaf (SNESD) , speech-language-hearing therapist (SLHT) , hearing aid , cochlear implant , cooperation pp.85-91
Published Date 2010/3/15
DOI https://doi.org/10.11477/mf.6001100237
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 We distributed a questionnaire to 66 special needs education schools for the deaf (SNESD) in Japan in order to investigate the current situation in the support system for students as well as the amount of cooperation with related organizations in the preschool and elementary departments. Based on the results, this article discusses the roles of speech-language-hearing therapists (SLHTs) in SNESD. Comparing the group of schools that had an assigned SLHT (SLHT group) with the group without an assigned SLHT (non-SLHT group), significantly more frequent services were found to be provided in fitting hearing aids and supporting children with cochlear implants in the SLHT group. There was no significant difference in the amount of cooperation with associated domains between SLHT and non-SLHT groups. SLHT group had more consultation requests from the teachers within the same school as well as the teachers of other schools than non-SLHT group. A SLHT in a SNESD, as a specialist in speech-language pathology and audiology, seems to be expected to provide consultation and support services for hearing impairment and related issues both inside and outside of the school of assignment, cooperating with a wide range of professionals including medical doctors, school teachers, and other SLHTs.


Copyright © 2010, 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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