Cooperative Support for a Non-Japanese Pupil Suspected to Have Dyslexia: Consultation to a Team of Teachers

Abstract

The focus of the present study was a 7-year-old boy whose family had immigrated to Japan from China 3 years previously, and who had been suspected of having dyslexia because of his difficulty in reading Japanese compared to his Japanese peers. Three teachers cooperated in providing support for the boy. The teacher in his regular elementary school class supported the boy so that he could have good relations with other children. In an international class, another teacher provided him with training in reading, writing, and other cognitive activities. His teacher in a class in an associated special education school listened to him when he talked about his feelings, and provided training in writing, reading, and drawing. These activities suggested the following; (a) when the boy adapted to oral reading tasks by memorizing what the other children were reading out loud, it was important to accept this as his way of adapting, (b) further studies are necessary on the relation between reading and vocal communication ability, and to establish criteria for evaluation of reading problems in children for whom Japanese is not the first language, (c) organizing a team to deal with situations in schools was effective, and (d) it is important for school consultants to establish rapport with teachers before suggesting specific teaching materials and communicating about teaching procedures. (PsycINFO Database Record (c) 2016 APA, all rights reserved)