eprintid: 10000763
rev_number: 41
eprint_status: archive
userid: 587
source: pure
dir: disk0/00/00/07/63
datestamp: 2009-12-18 11:56:46
lastmod: 2017-12-07 21:03:14
status_changed: 2009-12-18 11:56:46
type: article
metadata_visibility: show
item_issues_count: 0
creators_name: Dockrell, Julie
creators_name: Lindsay, Geoff
creators_id: julie.dockrell@ioe.ac.uk
creators_id: 
title: Children with specific speech and language difficulties: the teachers' perspective
ispublished: pub
divisions: B14
abstract: 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.
date: 2001-09
date_type: published
oa_status: green
language: eng
primo: open
primo_central: open_green
full_text_status: public
publication: Oxford Review of Education
volume: 27
pagerange: 369-394
pages: 26
refereed: TRUE
issn: 0305-4985
citation:        Dockrell, Julie;    Lindsay, Geoff;      (2001)    Children with specific speech and language difficulties: the teachers' perspective.                   Oxford Review of Education , 27    pp. 369-394.          Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10000763/1/Dockrell2001Children369.pdf