Current Situation and Problems of Resource Room for Speech Disorders: Focusing on the Problem by the Increase of Children with Developmental Disabilities

Abstract

The purpose of this study was to clarify the current situation of disabilities of children who are studying program of resource room for speech disabilities, and to get foundational data to investigate the development of resource room instruction for speech disorders. In study 1, a questionnaire survey was conducted. Responses from 164 schools (80% response rate) were received. Three hundred fifty one (351) children (10.3%) were enrolled in resource room for speech disabilities who had been diagnosed with a developmental disorders by a medical institute. Six hundred sixty six (666) children (19.5%) were undiagnosed, but they were determined to have developmental disorders by resource room teachers. In study 2, semi-structured interviews were conducted with six veteran teachers regarding teachers' awareness on resource room instruction. The analysis of the study extracted nine concepts. It was considered that the collaboration with homeroom teachers and resource room teachers had not been built caused by the importance of teaching articulation. From the results of study 1 and study 2, it was discussed resource room teachers were needed to consider how to develop jiritsu katsudo in regular classroom in elementary schools in collaboration with homeroom teachers, parents, and other concerned parties.