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Commun Sci Disord. 2021;26(3): 755-772.
Published online September 30, 2021.
doi: https://doi.org/10.12963/csd.21842
Teachers’ Awareness and Needs of the School-Based Speech-Language Pathologists
Seong Hee Choia , and Eun Kyoung Leeb
aDepartment of Audiology & Speech-Language Pathology, DaeguCatholic University, Gyeongsan, Korea
bDepartment of Speech-Language Pathology, Dongshin University, Naju, Korea
Corresponding Author: Eun Kyoung Lee ,Tel: +82-61-330-3473, Fax: +82-61-330-3473, Email: eklee00129@gmail.com
Received July 5, 2021  Revised: August 20, 2021   Accepted August 24, 2021
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Recently, as the population of various students in school classrooms has increased, the need for intervention on various communication problems has been emphasized. This study aims to provide basic data for legislative proposals for speech and language services in schools by investigating teachers’ perceptions and demands for establishment of school-based service delevery in speech-language pathology (SLP) in Korea.
Using a Google survey, teachers at kindergarten, elementary, middle and high schools were questioned regarding their perception and demand for school SLP, with a total of 141 teachers responding.
The types of communication problems for the students in charge were 37.3% for multicultural families, 33.3% for slow learners, and 27% for children with other communication problems. Among the difficulties in communication among students, social communication skills accounted for 40.6%, followed by literacy with 22.7%, articulation with 16.4%, and vocabulary with 9.4%. More than 80% of teachers answered that there were students who had difficulty participating in class. Among them, 73.9% had the most difficulty in understanding the contents of the class, 32.2% of teachers’ instructions, and 17.4% of class presentations. In addition, it was found that more than half of the teachers interfered with the class or felt a work burden due to students who had difficulty participating in the class. Therefore, for this reason, 96.5% of teachers thought that having experts to help students would reduce their work burden and help children.
Our outcomes demonstrated that teachers recognized the need for professional support at school sites, and mandatory placement of school SLP could provide students and parents with programs that could help improve their academic achievement or social communication skills.
Keywords: Teachers’ perception | Needs | School-based speech-language pathology service | School SLP
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