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

Marshall, Julie; Ralph, Sue; Palmer, Sue

doi:10.1080/13603110110067208

Cited by 74 publications

(46 citation statements)

References 28 publications

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“…Some researchers reported positive attitudes on the part of teachers to the principle of the inclusion of students with disabilities (Abbott, 2006;Avramidis & Kalyva, 2007;Marshall, Ralph, & Palmer, 2002). Demonstrating the gap between principles and practice, however, other research has reported neutral or ambivalent attitudes and limited knowledge on the part of mainstream teachers (Engelbrecht, 2006;Ring, 2005;Walton, 2011).…”

Section: Introductionmentioning

confidence: 99%

An examination of pre-service teachers' attributions for students with specific learning difficulties

Woodcock

Vialle

2016

Learning and Individual Differences

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One of the most important factors in the successful inclusion of students with specific learning difficulties in mainstream classrooms is the teacher. Despite strong support for inclusion, mainstream teachers still demonstrate mixed responses to the inclusion of certain students in the classrooms. Further, their attitudes towards inclusion seem to be formed during their initial training. The purpose of this research was to examine the attitudes of pre-service teachers towards students with specific learning difficulties by analyzing their attributional responses to hypothetical students. Participants included 205 pre-service teachers, and the results demonstrated that the pre-service teachers' attributional responses differed according to whether or not the hypothetical students had a specific learning difficulty. Their attributional responses were likely to have an unintended negative impact on students' attributions, self-efficacy and motivation. One implication of these findings is that pre-service teacher-training needs to include a focus on teachers' attitudes and behaviors in inclusive classrooms. attributions, self-efficacy and motivation. One implication of these findings is that pre-service teacher training needs to include a focus on teachers' attitudes and behaviours in inclusive classrooms.

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Section: Introductionmentioning

confidence: 99%

An examination of pre-service teachers' attributions for students with specific learning difficulties

Woodcock

Vialle

2016

Learning and Individual Differences

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“…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) …”

Section: Implications For Teacher Educationmentioning

confidence: 99%

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

Daniel¹,

McLeod²

2017

AJTE

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“…Teachers frequently indicate that they have difficulty identifying these children with speech and language difficulties, and knowing how to support them (Dockrell & Lindsay, 2001;Marshall, Ralph, & Palmer, 2002;McLeod & McKinnon, 2010;Mroz & Hall, 2003).…”

Section: One Of Five Key Standards Included Within the National Earlymentioning

confidence: 99%

Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties

McLeod

Crowe

Masso

et al. 2017

Australian Journal of Learning Difficulties

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

Cited by 74 publications

References 28 publications

An examination of pre-service teachers' attributions for students with specific learning difficulties

An examination of pre-service teachers' attributions for students with specific learning difficulties

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

Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties

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