Abstract
In Japan, the aural-oral approach has long been the dominant educational method in the schools for the deaf. The author worked in an aural-oral school for the deaf for 5 years. This paper examines the psychological problems experienced by deaf children in that oral situation and the role of the counselor from a socio-cultural point of view. Two cases, in which both clients were high school level students who were integrated in to the local primary and middle schools and then returned to the school for the deaf at the high school level will be discussed. During their integrated periods both clients seemed to have little experience of deep communication with 'language' which would help them develop social skills and to be self-reflective. The failure in developing this 'language' seemed to have resulted in producing some psychological problems. Through examining the counseling processes, this paper discusses the roles of counselors in such an oral situation for deaf clients.
Recommended Citation
Torigoe, T. (2019). An Attempt of School Counseling Practice at an Oral School for the Deaf in Japan: From a Socio-Cultural Point of View. JADARA, 40(2). Retrieved from https://nsuworks.nova.edu/jadara/vol40/iss2/6
