'I wasn't trained to work with them': mainstream teachers' attitudes to children with speech and language difficulties

By Julie Marshall, S. Ralph, S. Palmer. 2002

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Teacher and speech-language therapist collaboration: being equal and achieving a common goal? (2004, background): “, phonology, syntax, pragmatics) that need to be taught separately in a one to one situation, not necessarily within the context of a speci c curriculum (Marshall et al., 2002).”
Exploring inclusive pedagogy (2011, unknown): “(Lyser et al., 1994; Avramidis et al., 2000; Marshall et al., 2002; Campbell et al., 2003; Lambert et al., 2005; Lambe & Bones, 2006; Sharma et al., 2008).”
Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature (2011, unknown): “Several authors regard the attitude of teachers towards inclusive education as a significant factor in the implementation of successful inclusive education (Meijer 2003; Norwich 1994). It is therefore not surprising that many studies have assessed teachers’ attitudes towards inclusive education. In ”
Teaching the ‘invisible’ disabled students in the classroom: disclosure, inclusion and the social model of disability (2009, background): “…under-estimation of their own skills in managing all kinds of learners and learning environments a consequence of the medical model’s flagging of disabled students as ‘special’ and requiring ‘special treatment’ or ‘expert’ help (Marshall, Ralph, and Palmer 2002; Troyna and Vincent 1996; Ware 2001).”