Japanese

Children with speech and language problems in regular elementary school classrooms and the role of speech-language-hearing therapists Yuiko Hirashima 1 1Department of Speech and Hearing Sciences, School of Health Sciences at Fukuoka, International University of Health and Welfare Keyword: 通常学級 , 言語障害児 , 言語聴覚士 , 特別支援 , children with speech and language (S/L) disorders , speech-language-hearing therapist , SLHT , special needs education , elementary school classrooms pp.164-168
Published Date 2017/9/15
DOI https://doi.org/10.11477/mf.6001200136
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 Most elementary schools in Japan do not have special rooms for speech and language (S/L) services. In such schools, children who have S/L disorders are expected to participate in regular classroom settings and do not receive special support services in their schools. This paper reports the percentage of children with S/L disorders in regular classrooms and what teachers expect from speech-language-hearing therapists (SLHTs) in the elementary schools. The author, who is a licensed teacher and SLHT, held monthly consultation sessions during a single school year at two elementary schools. After excluding children who were already receiving special S/L services, children with S/L disorders were identified by observation and language evaluation with an SLHT and a special needs education coordinator. At the end of the consultation year, teachers in the two schools were asked to fill out questionnaires about the desirable role of SLHTs. At School A, which did not have an S/L room, the percentage of children with S/L disorders was 8.7%, whereas at School B, which did have an S/L room, the percentage was 5.0%. When the number of children who were already receiving S/L support was included, the percentage of children who need S/L services reached about 10% at each school. The teachers responded that utilization of SLHTs had a positive impact on 80.3% of the children who need special support. Teachers expected SLHTs to give them advice on how to teach children with S/L disorders and to give the children special lessons. In the schools without an S/L room, use of an SLHT seemed to have a greater effect, because many children with S/L disorders were underserved at the time of the study.


Copyright © 2017, 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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