IQ, Non-Cognitive and Social-Emotional Parameters Influencing Education in Speech- and Language-Impaired Children

Autor/inn/en	Ullrich, Dieter; Ullrich, Katja; Marten, Magret
Titel	IQ, Non-Cognitive and Social-Emotional Parameters Influencing Education in Speech- and Language-Impaired Children
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1357912 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ullrich, Dieter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1357912
Schlagwörter	Speech Impairments; Language Impairments; Intelligence Quotient; Social Development; Emotional Development; Influences; Skill Development; Secondary School Students; Special Schools; Student Characteristics; Self Esteem; Auditory Perception; Visual Perception; Foreign Countries; Creativity; Psychomotor Skills; Longitudinal Studies; Early Childhood Education; Family Characteristics; Vocabulary; Grammar; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Intelligenzquotient; Soziale Entwicklung; Gefühlsbildung; Influence; Einfluss; Einflussfaktor; Kompetenzentwicklung; Qualifikationsentwicklung; Sekundarschüler; Special school; Sonderschule; Self-esteem; Selbstaufmerksamkeit; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Visuelle Wahrnehmung; Ausland; Kreativität; Psychomotorische Aktivität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Wortschatz; Grammatik; Statistische Analyse; Deutschland
Abstract	Speech-/language-impaired (SL)-children face problems in school and later life. The significance of "non-cognitive, social-emotional skills" (NCSES) in these children is often underestimated. Aim: Present study of affected SL-children was assessed to analyse the influence of NCSES for long-term school education. Methods: Nineteen severely SL-impaired children (7 girls, 12 boys) from a specialised kindergarten were followed; follow-up period: Up to 12 years; the different skills or parameters were known. Results: Fourteen children visited successfully a regular secondary school (RS), five children a "school focussing on learning problems" (SFL). SL-differences between the children attending RS and SFL were small; differences in "IQ" and "self-confidence" were significant, smaller differences were observed concerning "skills at crafts/construction" and "auditory-visual perception". Summary: Although the study group is small, results give evidence that beside SL- and "cognitive" skills "non-cognitive, social-emotional skills" are of major importance for long-term school education of SL-impaired children. These soft skills seem to be particularly important for "special need children" with SL-impairment. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01