Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia

Abstract

Developmental language disorder (DLD) and dyslexia are common but under-identified conditions that affect children's ability to read and comprehend text. Universal screening is a promising solution for improving under-identification of DLD and dyslexia; however, we lack evidence for how to effectively implement and sustain screening procedures in schools. In the current study, we solicited input from educators in the United States around perceived barriers and facilitators to the implementation of researcher-developed screeners for DLD and dyslexia. Using thematic analysis, we identified barriers and facilitators within five domains: (1) features of

The effect of MultiSensory Music Drama on the interactive engagement of students with severe/profound intellectual and multiple disabilities

“…In Swedish schools for students with severe/profound intellectual and multiple disabilities, the students seldom meet with a trained music teacher or therapist more than once or twice a week (and often more seldom) and typically in small group settings. tices (Komesidou et al, 2022;Munde & Zentel, 2020).…”

“…Greenwood and Abbot discuss several reasons for this gap, especially as the relevance of much educational research is commonly considered low by school staff, as there is a perceived failure to produce interventions that are feasible and useful in classroom settings. To address the question of social validity and implementation of intervention research in school contexts, it is vital to solicit educators’ input on the interventions (Komesidou et al, 2022). In the context of students with severe/profound intellectual and multiple disabilities, the inclusion of stakeholder perspectives seems particularly relevant considering that current scientific knowledge regarding educational approaches for these students is highly limited (Hardesty‐Jaynes, 2021; Munde & Zentel, 2020).…”

Criteria and Terminology Applied to Language Impairments (CATALISE): A qualitative exploration of dissemination efforts to guide future implementation

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Using an assessment decision tree to align students’ reading needs to support in school

“…McGeown, Oxley, Ricketts, & Shapiro, 2022). There is also a clear role for 'translational' or 'implementation' science (Komesidou et al, 2022;Solari et al, 2020) that translates existing bodies of research for practice (e.g. Castles, Rastle, & Nation, 2018) or investigates how research tools or findings can be implemented in educational practice (e.g.…”

“…Castles, Rastle, & Nation, 2018) or investigates how research tools or findings can be implemented in educational practice (e.g. Komesidou et al, 2022;Miles, McFadden, Colenbrander, & Ehri, 2022).…”