This study investigated both the process and factors enabling successful establishment of a support system for a child with developmental dyslexia and dysgraphia undergoing rehabilitation as part of the "Hello" academic outpatient consultation system. The child had difficulties with study-related reading and writing due to developmental dyslexia and dysgraphia. Furthermore, his motivation fluctuated when tackling reading and writing tasks, and he complained of fatigue. To restore and maintain his motivation to study, cooperation was sought from his elementary school homeroom teacher. E-mail-based information exchanges took place between the speech-language pathologist and homeroom teacher for 9 months. Through close contact and information sharing, a consistent approach toward the child and his parents was achieved. The child advanced in school grade and was transferred to a special needs class. Exchange with the special needs homeroom teacher is ongoing. The following two factors enabled the establishment of a suitable support system: direct information sharing with the homeroom teacher and clarification of division of roles and the teacheru27s understanding of special needs education. These findings indicate that a sufficient understanding of school education is required for speech language-hearing therapists to obtain cooperation in special needs education.
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