Children with Specific Speech and Language Difficulties—the teachers' perspective
By J. Dockrell, G. Lindsay. 2001
145 citations recorded by the source corpus.
Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers' views about the children's problems and educational needs. This paper reports the findings of a two-stage project in two local education authorities investigating the characteristics and needs of children with specific speech and language difficulties (SSLD). Teachers, educational psychologists, and speech and language therapists in two local education authorities identified 133 eight year-old children who experienced primary difficulties with speech and language. Fifty-nine children and a subsample of 10 children of the same age who attended specialist regional schools participated in further investigations. Each of the children was assessed using a battery of instruments covering language, basic attainments and self- esteem. In addition, their teachers completed behaviour rating scales and an individual interview. The teachers comprised those working in specialist provisions, but also those in mainstream schools. In this paper data derived from the interviews with the teachers, supplemented by information from the assessments of the children's skills, will be reported. The teachers faced three challenges: the additional difficulties experienced by the children, their own knowledge gaps, and the barriers to meeting the children's needs. The implications of the results for inclusive education are addressed.
Subfields: Clinical Psychology, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/db4d591079d9da81bfb591ae20781c478f9c13e4
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In Clinical Psychology
In Developmental and Educational Psychology
In Education
Citations in the corpus
- Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, background): “A sense of lacking competence (Dockrell & Lindsay, 2001); lack of resources or additional training and support for teachers to develop their own skills, and an unrealistic or lack of awareness of the prevalence of developmental problems (Dockrell, Shield, & Rigby, 2003) may undermine teachers’…”
- SLP-educator classroom collaboration: A review to inform reason-based practice (2017, background): “…evidence that SLP consultation may not necessarily lead to changed teacher behaviour (Noell & Witt, 1999), that teachers may not report benefiting from SLP consultations (Dockrell & Lindsay, 2001), and may have little access to SLPs for consultation (Baxter, Brookes, Bianchi, Rashid, & Hay, 2009).”
- Improving narrative skills in young children with delayed language development (2004, background): “…evidence suggests that teachers and learning assistants feel insufficiently trained to meet the needs of children with learning delay (Rose, 2001) and that they seek support from SLTs in the development programmes of support for individual children with language delay (Dockrell & Lindsay, 2001).”