We developed a support system for pronunciation teaching and practice in special education classes for language-disabled children. It allows exercises to be individually tailored to each child’s pronunciation needs. Three speech evaluation methods were prepared for each type of presented words: automatic speech recognition, phonemic discrimination between the correct and the probable error pronunciation of a consonant period, and articulation tests from speech-language-hearing therapists. For about 3 or 4 months, we performed practical field tests with nine students in special education classes in four elementary schools. All of the teachers believed that our system helped improve their students’ pronunciation, and the speech-language-hearing therapist felt that it simplified observation of the improvement process of the students’ pronunciation.
