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ORIGINAL ARTICLE
Commun Sci Disord. 2006;11(1): 121-139.
Perception of Special Educators on Speech Therapy Service Model in Inclusive School Contexts
Soo-Jin Kim` , Seung Sook Choi` , and Jung Yeon Kim`
Copyright ©2006 The Korean Academy of Speech-Language Pathology and Audiology
김수진(Soo-Jin Kim)| 최승숙(Seung Sook Choi)| 김정연(Jung Yeon Kim)
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ABSTRACT
The purpose of the present study was to propose a school-based, speech therapy model that was appropriate to the Korean situation through a two-stage research methodology. A literature review was conducted first to examine a variety of school-based, speech therapy models suggested in other countries and thus survey the knowledge and needs of special educators about speech therapy. The survey investigated the special educators’ perceptions on speech therapy needs, required qualifications for both teachers and speech therapists, and problems of the school-based speech therapy. The special educators suggested a combination model integrating the direct speech therapy model (in which a speech therapist treats students on an individual basis) and the indirect speech therapy service model (in which a speech therapist collaboratively consults teachers about speech therapy). Other results indicated that collaboration between teachers and speech therapists based upon professional knowledge and ongoing communication rated importantly. Further, administrative supports such as arranging a therapy room and raising the perceived importance of therapeutic service were also suggested in order to provide school contexts with speech therapy.
Keywords: 학교언어치료 서비스 | 통합교육(환경) | 협력 | 직접지원 | 간접지원 | 개별지원 | school-based speech therapy
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Department of Speech and Language Pathology
College of Health Sciences, Chosun University,
309, Pilmun-daero, Dong-gu, Gwangju, 61452, Republic of Korea
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