The activities of elementary school children who stutter（CWS）at school and home have been examined. However, not much research has been conducted on how parents of CWS treat them and their parents’ requests to school about the necessary support they need. In this study, parents’ behavior toward CWS at home and their requests to school were examined. Free-description questionnaires were completed by 26 parents with elementary school CWS who received special support services; the questionnaire comprised of four questions that assessed how they behaved toward their CWS, what they did not know about CWS, requests to elementary school teachers about support, and requests to teachers engaged in special support services about support. Data were analyzed by employing the KJ method. The results revealed that at home, although positive opinions were extracted, such as listening closely, some parents did not know how to treat their children when they stuttered. Furthermore, these parents requested teachers to explain stuttering in class. They also requested the teachers engaged in special support services to offer therapy. It is imperative that classroom teachers and those involved in special support services develop an environment that is comfortable for CWS.

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Learning difficulties in children with multilingual background and limited Japanese skills tend to be perceived as a problem in language proficiency; however, these difficulties may involve learning or intellectual disabilities. The present study explored methods for assessing such children by considering the case of a Swedish-speaking girl who exhibited severe learning difficulties and underwent academic skills and cognitive assessments in Japan. As a conclusion, it is　recommended that quantitative examinations of basic reading, writing, and math skills should be performed first, followed by cognitive assessments that are translated into the native language of these children, when necessary and appropriate.

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To investigate the actual state of support activities for children who stutter, a questionnaire survey was administered to the group organizers of a self-help group “Genyukai.” Approximately half of the group organizers held support activities or cooperated with other organizations; their activities were focused on sharing their experiences. Furthermore,　specialists such as speech-language-hearing therapists or teachers in special education classrooms were contributing to the activities.

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Evidence from functional neuroimaging and neuropsychological assessments of patients with cerebellar disorders that have been accumulated over the past few years, indicate that the cerebellum is not only associated with the　sensorimotor function but also plays a role in cognition and emotional processing. These symptoms were termed as“ cerebellar cognitive affective syndrome（CCAS）” by Schmahmann. Although CCAS limits the social participation of patients, its specific characteristics remain unclear. In order to develop interventions, a communication disorder in patients with CCAS was investigated. As a result of the investigation, we identified that the communication disorder in patients with CCAS was mainly caused and influenced by impaired cognitive function especially“dysmetria of thought”.

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