2008 Volume 46 Issue 1 Pages 11-18
The present article discusses guidance through resource room attendance for children with mild developmental disabilities, and future directions for special support education. Speech-language and hearing teachers (N=69) whose pupils had mild developmental disabilities completed a questionnaire. About 90% of the teachers had taught these children apart from their regular responsibilities, and approximately half of those indicated that they had had difficulty in establishing educational targets and suitable guidance for the children attending resource rooms. A quarter of the teachers responding to the questionnaire held the position of special education coordinator in their school. It is necessary for speech-language and hearing teachers to work with children who have mild developmental disabilities and special support education. Therefore, it was suggested that there is an urgent need for more teachers to be made available to work with these children, and for more resource rooms.
