"They Always Called Me Yoda": School Experiences of Young People with Developmental Language Disorders as Reported at the End of Their Secondary Education

Autor/inn/en	Theisel, Anja; Glück, Christian W.; Spreer, Markus
Titel	"They Always Called Me Yoda": School Experiences of Young People with Developmental Language Disorders as Reported at the End of Their Secondary Education
Quelle	In: Insights into Learning Disabilities, 19 (2022) 2, S.151-170 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-1212
Schlagwörter	Adolescents; Secondary School Students; Students with Disabilities; Developmental Disabilities; Language Impairments; Student Experience; Barriers; Language Skills; Writing Skills; Spelling; Reading Comprehension; Oral Language; Small Classes; Classroom Environment; Intervention; Teacher Influence; Teacher Role; Speech Impairments; Foreign Countries; Student Attitudes; Elementary Secondary Education; Germany + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Studienerfahrung; Language skill; Sprachkompetenz; Writing skill; Schreibfertigkeit; Schreibweise; Leseverstehen; Oral interpretation; Mündlicher Sprachgebrauch; Klassenklima; Unterrichtsklima; Lehrerrolle; Language handicps; Language impairments; Ausland; Schülerverhalten; Deutschland
Abstract	Adolescents with developmental language disorders (DLD) often no longer receive support services when they reach secondary school although many studies show persistent educational needs (Conti-Ramsden et al., 2018; Kolonko & Seglias, 2008; Romonath, 2003). To date, personal assessments of their support services by students themselves have received little research attention. On the basis of interviews with three adolescents who had special speech, language, and communication needs (SLCN) at the beginning of school due to a DLD, we investigated persistent language problems, difficulties in school learning, and helpful support throughout the school years. The results of an evaluative qualitative content analysis indicate an overall positive linguistic development, especially in the area of oral language, but the young people still reported having major problems in writing texts, spelling, and reading comprehension. The young people experienced smaller classes in sound-optimized rooms as a support as well as additional support services at times. In particular, they considered the teachers' pedagogical commitment helpful, as the teachers are aware of the language impairments and encourage students to speak and ask questions. A clear structure, sufficient time, openness to questions, and willingness to repeat explanations are important supports in the classroom. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01