Children with Specific Speech and Language Difficulties—the teachers' perspective

Abstract

Children with speci c speech and language dif culties 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 ndings of a two-stage project in two local education authorities investigating the characteristics and needs of children with speci c speech and language dif culties (SSLD).Teachers, educational psychologists, and speech and language therapists in two local education authorities identi ed 133 eight year-old children who experienced primary dif culties 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 dif culties 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. BACKGROUND

Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers

“…With current research indicating that teachers across the world are not well prepared for working with children with speech, language and communication needs (e.g., Dockrell & Lindsay, 2001;Forbes, 2008;Marshall et al, 2002;McLeod & McKinnon, 2010), and practicing teachers reporting that children with speech and language difficulties are one of the most challenging groups to work with (McLeod & McKinnon, 2010), it is important that preservice and practicing teachers are upskilled to meet these children's needs. As Florian and Rouse (2009) …”

Meeting the needs of children with speech language and communication needs: a critical perspective on inclusion and collaboration

“…The former is heavily regulated for teachers where there are standards that must be achieved (Teacher Training Agency, 1998). It is a common complaint of initial teacher training that the time available to develop SEN expertise, let alone that speci c to speech, language and communication dif culties, is very limited (Dockrell and Lindsay, 2001). However, the development of the national special educational needs specialist standards (Teacher Training Agency, 1999) was a positive step to support CPD.…”

“…Many present evidence on training and development projects. Furthermore, there is evidence that consultation may not necessarily lead to a change in teachers' behaviour (Noell and Witt, 1999), and that teachers may not consider they bene t from the consultation provided by SLTs (Dockrell and Lindsay, 2001). …”

Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools

“…Dockrell & Lindsay, 2001;Thygesen, Briseid, Tveit, Cameron, & Kovac, 2011), and that bridging this knowledge gap was considered to be time-consuming. Class teachers' lack of competency in special education issues was also commented on, as well as the special education teachers' own perceived need for further education, particularly concerning research on bilingualism and bilingual development.…”