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1.
The study aimed to explore teachers’ attributions for learner difficulties in their schoolwork. In order to explore their attributions of controllability and stability, three groups of teachers, general mainstream class teachers (N = 39), mainstream learning support teachers (N = 35), and special school teachers (N = 25) were asked to rate vignettes about children’s difficulties. The results showed that the two groups of teachers working in the mainstream settings viewed learners with identified support needs as having less control over their performance than those with no specific support needs, while special school teachers viewed both learner groups similarly. Similar findings were found for teacher attributions of controllability in high‐ and low‐ability learners. Stability attributions across all conditions showed that special school teachers viewed children’s difficulties as more amenable to change than did the two groups of mainstream teachers. The implications of these findings for inclusion in mainstream schools are discussed.  相似文献   

2.
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.  相似文献   

3.
The purpose of this report is to provide education professors teaching early literacy methods courses with information for beginning teachers to support struggling first-grade readers. This analysis identifies the specific word structures children are expected to know by the end of first grade, and shows the actual learning rates of these sound-to-letter correspondences by students who are not achieving on grade level. The evidence presented herein shows the need for preservice teachers to fully understand how to assess and enhance phonemic awareness in young children, a building block for decoding, and to identify and concentrate on teaching alphabetic relations as part of the early literacy curriculum. Given the increasing numbers of students with diverse ethnic/language backgrounds and special needs in mainstream early childhood and primary grade settings, teacher education programs need to provide preservice teachers with the knowledge and skills required to meet the instructional needs of children from these populations. Education professors have a great responsibility to ensure that preservice teachers have the necessary background knowledge to prevent reading failure for young children struggling with learning sound-to-letter correspondences. It is important that this aspect of early reading instruction be clearly explained and promoted with preservice teachers receiving certification in teaching children in Grades K–3.  相似文献   

4.
A group of speech-language impaired children was administered a battery of standardized language tests and measures of phonological processing in kindergarten. Performance on these language measures was then compared to reading ability in first grade. Results indicated that children with semantic-syntactic language deficits had more difficulties in reading than did children with primarily speech articulation impairments. In addition, phonological processing measures were found to be good predictors of reading achievement. Results are discussed in terms of their implications for the early identification of developmental dyslexia. This research was supported by a grant from the Department of Education (HO24U8001).  相似文献   

5.
Clinical and diagnostic approaches to special educational needs do not translate easily into educational models. In some cases, these approaches can serve to limit understanding of children's wider needs. Children with specific speech and language difficulties (SSLD) are a case in point. Clear criteria exist for identification, but identification mechanisms may not relate to the child's wider educational needs. This paper addresses the ways that children with SSLD present in mainstream educational settings. The study aimed to identify all Year 3 children with SSLD in two English local education authorities. One hundred and thirty-three children (95 boys and 37 girls were identified). Sixty-five per cent of the children were in mainstream schools, 14.3 per cent in mainstream schools with designated units and the remainder in special schools. Half were at stage 5 of the Code of Practice, with most of the remaining participants at stage 3. Children experienced a wide range of difficulties, in addition to their primary speech and language problems. Patterns of difficulties varied across children, and associations existed between particular forms of language problems and learning and relationship problems. Professionals (teachers, educational psychologists and speech and language therapists) varied in their understanding of the children's needs. The data highlight the range and diversity of the needs of children with specific speech and language difficulties and the need for a multi-professional approach to these children. It is argued that ‘best practice’ for these children must consider the impact of speech and language problems on children's access to the curriculum and their social and behavioural needs. Narrow diagnostic models do not provide the appropriate information to inform educational practice and support inclusive policies.  相似文献   

6.
Approximately one-eighth of early school-aged children in the UK have speech and language difficulties. Many such children are now being educated in mainstream settings. However, there is a dearth of up-to-date and valid research that considers UK (student) teachers' attitudes towards such children. Two hundred and sixty-eight trainee teachers (PGCE students) from Manchester were given two questionnaires, containing both closed and open questions, to measure their attitudes towards and experiences with children with speech and language difficulties. A range of attitudes was expressed and most concern was around the issues of resources (both time and knowledge based). Most teachers were positive about their expectations of such children. Attitudes were not significantly related to teachers' gender, teaching type/subject, previous knowledge of someone with speech and language difficulties or experience of children with such difficulties. Views on the educational placement for children with a range of communication difficulties varied. The authors consider that two-pronged action is needed to facilitate an improvement: a greater focus on the inclusion debate (not specifically tied to this group of children) and also additional knowledge and resources.  相似文献   

7.
Research indicates that early childhood professionals gather assessment information to monitor child development and learning, to guide curriculum planning and decision making, to identify children who may have special needs, to report and communicate with others, and to evaluate programmes. A review of literature indicates that immigrant children have low achievement assessment scores as compared with mainstream American children, also immigrant children enter kindergarten already behind their mainstream American peers. The current study explored early childhood teachers' perceptions of assessment measures used with immigrant children and the challenges faced when assessing immigrant children. Findings of the study reveal that there are several factors that make early childhood teachers fail to gather effective assessment information from immigrant children. Unless the factors are addressed, planning for effective curriculum for immigrant children using assessment data will continue to be a challenge for early childhood teachers. Factors that continue to affect gathering effective assessment data from immigrant children include language barriers, cultural clashes, socio‐economic factors, and culturally and linguistically biased assessment measures.  相似文献   

8.
Two groups of adolescents with a childhood history of language impairment were compared with a group of developmentally dyslexic young people of the same age and nonverbal ability. The study also included two comparison groups of typically developing children, one of the same age as those in the clinical groups, and a younger comparison group of similar reading level to the dyslexic students. Tests of spoken and written language skills revealed that the adolescents with dyslexia were indistinguishable from those with resolved language impairments on spoken language tasks, and both groups performed at age-expected levels. However, both dyslexic readers and those with resolved specific language impairments showed deficits in phonological awareness. On written language tasks, a different pattern of performance was apparent. In reading and spelling, adolescents with dyslexia performed only as well as those with persistent oral language impairments and younger controls. However, their reading comprehension was better. The theoretical and educational implications of these findings are discussed.  相似文献   

9.
Many UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment.
Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor.
A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined.  相似文献   

10.
Abstract

The focus of this study was to explore the opinions, knowledge and requirements of regular primary school teachers who taught in schools where children with hearing impairments were included. A questionnaire which covered the four aspects, was used to collect data on a sample of 104 regular school teachers. Results indicate that teachers who taught these children had more knowledge about hearing impairment than those who did not. The majority of teachers expressed a positive attitude towards inclusion and there was no difference in the opinions of teachers concerning inclusion. On seeking teachers' views on their requirements when helping children with hearing impairments, seminars and short courses, full-time in-service training, sign language and equipment were the four major factors suggested. The implementation of the results was discussed in relation to the INSET requirements of teachers and the education of the children with hearing impairments in included settings.  相似文献   

11.
This paper discusses the knowledge, skills and understandings of Foundation Stage teachers in relation to children’s speech and language development. Results from a questionnaire to 294 teachers reveal limited initial and post qualification training. Teachers’ knowledge of specific aspects of children’s language revealed that key areas for training were centred on the identification of children who may have speech and language difficulties and speech sound development. The discussion centres on how changes to the curriculum in initial teacher training, in the consolidation of the revised Special Educational Needs Code of Practice and in the assessment requirements within the Foundation Stage may impact on teachers’ knowledge of speech and language development and on their ability to identify children who have speech and language difficulties.  相似文献   

12.
Summary This article, based on a series of semi‐structured interviews, explores the attitudes of a group of secondary school teachers towards withdrawal and mainstream support as ways of helping bilingual pupils develop their competence in English. The teachers interviewed were well aware of the value of support teaching and argued in favour of it on social and pedagogic grounds consonant with a series of reports from Bullock to Cox. On the other hand, they also saw merit in withdrawal, which they felt provided a secure working environment for pupils, especially beginning bilinguals, offered a good opportunity for follow‐up of mainstream lessons and allowed for specific language development activities more easily than mainstream support. Most worryingly, the teachers felt that support teaching in their own schools was hampered by poor organisation, unhelpful attitudes on the part of some colleagues and a general lack of status for teachers of English as a second language.  相似文献   

13.
This research sought to examine South African teachers’ attitudes toward the inclusion of learners with different abilities in their hypothetical mainstream classrooms. Participants were 93 South African teachers who responded to the Teachers’ Attitudes and Expectations Scale, a measure developed for this study, regarding four vignettes depicting learners with different types of impairments. Overall, teachers reported that inclusion would benefit learners’ social development (mean scores from 2.57 to 3.35) more than their intellectual development (mean scores from 2.14 to 2.83). It also was found that teachers overwhelmingly were more confident about including learners with Down syndrome into their hypothetical mainstream classes when compared with the inclusion of learners with other disabilities, F(3, 90) = 9.59, p < 0.01. The results suggest that providing teachers with sufficient resources within the classroom and training that includes hands-on experience with children with disabilities could positively influence their attitudes toward the inclusion of learners with disabilities in their classrooms.  相似文献   

14.
Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. This paper reports the results of interviews with heads of language units/integrated resources and head teachers of special schools (n = 57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education.  相似文献   

15.
An increasing number of children are likely to have a known genetic cause for their special educational needs. One such genetic condition is 22q11.2 deletion syndrome (22qDS), a genetic syndrome associated with early speech and language difficulties, global and specific cognitive impairments, difficulties with attention and difficulties with social‐emotional functioning. In this article the learning and behavioural strengths and needs of this genetic syndrome are described along with recommendations for classroom‐based interventions. Suggested recommendations in the learning and emotional‐behavioural domains for the syndrome draw on a number of approaches that have been found to be useful for children with a range of conditions including ADHD, ASD and dyscalculia. While teachers cannot be expected to know about all potential genetic causes for special educational needs, knowing that a genetic condition is likely to be associated with a pattern of relative cognitive and behavioural strengths and needs is important.  相似文献   

16.
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17.
ABSTRACT

Prior inquiry into teachers’ beliefs demonstrates that a top priority of early childhood teachers’ is developing children’s social-emotional skills (e.g., Hollingsworth & Winter, 2013; Kowalski, Pretti-Frontczak, & Johnson, 2001). This study builds upon and advances the knowledge base by providing evidence that the pervasiveness of these beliefs extends to Head Start teachers who work with the growing population of dual language learning (DLL) children. In this qualitative study, interviews that included practice-based vignettes for participants to analyze and respond to were conducted with 20 Head Start teachers serving classrooms with large proportions of DLL Latino children. Teachers reported they believed developing social-emotional skills among DLL children is of primary importance, noting that these skills are foundational for supporting DLL children’s English language acquisition. In turn, participating teachers also reported they believed using Spanish in the classroom is a strategy to support social-emotional skill development among DLL children and thus ultimately facilitate their English language acquisition. Finally, the interviews revealed that participating teachers believed English language acquisition occurs naturally and easily within the preschool setting. The implications of these beliefs for the design of preservice early childhood teacher education to meet the needs of today’s linguistically diverse childhood population are discussed.  相似文献   

18.
This study explored to what extent two groups of mainstream teachers in the Midwestern region of the USA with differing degrees of English language learner‐specific university preparation reportedly engaged in practices that incorporated the native languages of English language learner students in instruction. The study further examined specific strategies reported by mainstream teachers in promoting native language use in instruction as well as challenges identified in implementing this practice. The study used a mixed‐method design that included analyses of survey data from a quantitative study (n = 227) and qualitative analyses of teacher discourse from course documents and open‐ended survey questions. Findings indicated that while both groups of teachers reportedly engaged in practices that promoted native language use in instruction to some extent, teachers with at least three courses of English language learner‐specific university preparation appeared to engage in these practices to a much greater extent than those without such preparation. This paper explores the implications of results from this study for teacher education programmes in the USA with the responsibility of preparing teachers effectively to serve growing numbers of culturally and linguistically diverse student populations.  相似文献   

19.
This article describes an investigation of 26 mainstreaming programs for students with hearing impairments from pre‐kindergarten through high school. The purpose of the study was to examine selection criteria, quality and quantity of mainstreaming time, and available support services. Students were found to be mainstreamed according to a number of criteria reported in the literature such as academic performance, hearing loss, and interpersonal skills, but also were affected by the willingness of regular education teachers to accept them into their classrooms. Academic mainstreaming was infrequent, and classroom observations showed that children with hearing impairments often appeared to be not well integrated into classroom activities. Programs varied considerably on all variables examined, including support services; in particular sign language interpreting was offered in some programs, available to a limited extent in others, but in many cases not at all. Clearer definitions of mainstreaming are a necessity and regular education teachers need to be informed of the special requirements of children with hearing impairments.  相似文献   

20.

In some institutions offering certification for bilingual education and ESL teachers, the corresponding mainstream programs do little to ready their students to work effectively with language minority children. Yet today's mainstream classrooms are linguistically and culturally diverse, and all teachers must appreciate the role of language and culture in teaching and learning. This study describes one effort to consciously combine preservice bilingual and mainstream education teachers in a bilingual education methods cohort. Students reported promising gains in cross-cultural understanding and in cross-program appreciation. Some losses took place as well, however, and further innovation and research are needed in order to ensure that such efforts to combine programs strengthen, but not weaken, each program.  相似文献   

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