Guidance to Children Who Stutter Accompanied by Intellectual Disabilities in Japanese School Education

In this study, guidance was given by a professional teacher to two school-aged children with mild intellectual disabilities in resource rooms for speech and language disorders in Japanese elementary schools. Through the guidance/support (direct speech treatment, environmental modification of their home and school, counseling approach, and child centered play therapy), two children's stuttering symptoms, the amount of conversation, behavioral and psychological aspects were improved. In particular, support in collaboration with class teachers were effective.