‘Off the Radar:’ the Framing of Speech, Language and Communication in the Description of Children with Special Educational Needs in Literacy

Abstract

This paper considers how pre-service primary teachers in England (trainees) are supported to work with children with special educational needs (SEN) using a personalized learning task. The focus, in particular, considers how speech, language and communication skills are foregrounded in the reports describing children with moderate learning difficulties including difficulties with literacy. The context recognizes the importance of pupils" spoken and receptive language development and the prevalence of children categorized as having speech, language and communication needs (SLCN) and the educational, social and emotional impact of this disability. However analysis of sixty five reports identified only four children with SLCN. In contrast eighteen 5-7 year old children were identified who were struggling with literacy. Analysis was conducted on this sub-set due to the close links between reading development and spoken language skills. The analysis explored the question "what do trainees" descriptions of literacy reveal about their understanding of speech, language and communication?" Results revealed that speech, language and communication skills were referred to only briefly and with some limitations in understanding. Further analysis explored the task design and considered to what extent it supports trainees in referring to knowledge about speech, language and communication in practice. The article concludes that the personalized learning task could be adapted to ensure greater development of knowledge of speech, language and communication and the role of teacher talk. It considers the challenges posed for mentoring where the prevailing social semiotics of the classroom emphasizes performativity (Ball, 2003) over a more holistic view of children.Keywords: trainee teachers, special educational needs, speech, language, communication Overview and Background ContextPre-service teachers in England (hereafter referred to as trainees) embark on their training program understanding that inclusion is central to school practice and that the class teacher is responsible for the progress made by all pupils. Thus trainees need to develop, with appropriate advice and support, the necessary skills and knowledge to teach all children including those with special educational needs (SEN). The article is therefore concerned with an important issue; how trainees are supported to work with children with SEN. The article focuses on one approach tailored to support PGCE (Post Graduate Certificate in Education) trainees; "A special educational needs personalized learning task for PGCE courses"(hereafter referred to as "the personalized learning task", Teacher Development Agency, 2008Agency, , 2012.My role within this higher education institution is as a lecturer in Education on the Primary PGCE course. Prior to my current position I had been both a primary teacher and a Special Educational Needs Co-coordinator and before that a speech and language therapist. Thus my interaction with the personalized learning task was both borne...

Fundamentos teórico-prácticos en torno a la inclusión del alumnado con discapacidad intelectual en el aula de lengua extranjera

“…Entre ellos destacan la organización y cultura escolar, especialmente las ratios elevadas de alumnado, las restricciones y dificultades en cuanto a acceso, creación y modificación de materiales didácticos, la escasez de disponibilidad de herramientas TIC, insuficiente coordinación con los equipos docente, de orientación y directivo, así como la escasa comunicación con las familias y la falta de conocimiento teórico-práctico. Sobre este último aspecto, las investigaciones e informes, tanto de ámbito nacional como internacional, hacen referencia a dificultades relacionadas con la falta de formación y conocimiento insuficiente por parte del profesorado de LE en educación especial, pedagogía en general, psicología y didáctica (European Commission, 2005;Viskari, 2005;McColl, 2005;Sánchez Palomino, 2007;Abrams, 2008;Hendry, 2009;Gallego Ortega y Rodríguez Fuentes, 2012;Verdugo Alonso y Rodríguez Aguilella, 2012;Arnett, 2013;Mroz, 2014;Nijakowska, 2014;Medina-Sánchez, 2016;Russak, 2016;Medina-García, 2017;Medina-Sánchez y Pérez-Valverde, 2017).…”