Children with Language Disorder as Friends: Interviews with Classroom Peers to Gather Their Perspectives

Autor/inn/en	Blaskova, Lenka Janik; Gibson, Jenny L.
Titel	Children with Language Disorder as Friends: Interviews with Classroom Peers to Gather Their Perspectives
Quelle	In: Child Language Teaching and Therapy, 39 (2023) 1, S.39-57 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blaskova, Lenka Janik) ORCID (Gibson, Jenny L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590221139231
Schlagwörter	Foreign Countries; Elementary School Students; Language Impairments; Friendship; Peer Relationship; Student Attitudes; Inclusion; Communication Strategies; Communication Problems; Control Groups; Students with Disabilities; Ireland; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Freundschaft; Peer-Beziehungen; Schülerverhalten; Inklusion; Kommunikationsstrategie; Kommunikationsbarriere; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Irland; Großbritannien
Abstract	Language disorder (LD) is a common childhood condition affecting language development, which can in turn impact children's peer relationships. Although most children with LD are included in mainstream classrooms, there is limited knowledge about the way friendships support or hinder the learning experiences of children with LD in inclusive settings. Typically developing (TD) peers' views tend to get overlooked when considering inclusion but they need to be heard as they too adapt to inclusive classrooms. In this small-scale study, we explored the perspectives of peers on their friendship quality with children with LD. We conducted friendship interviews with classroom friends (n = 9) of 6-8-year-old children with LD (n = 9), who attended the enhanced provision and mainstream classrooms in the United Kingdom and the Republic of Ireland. We used sociometric nomination methods to identify the reciprocal friends of children with LD. We then interviewed these friends using art-based methods and analysed our interview data using thematic framework. Friends of children with LD attending the enhanced provision showed an inclusive mindset and revealed their own strategies for overcoming potential communication barriers. In contrast, friends in full-time mainstream classrooms did not report experiencing communication difficulties when interacting with a peer with LD. We conclude that educational practice should build on those inclusion strategies that children find natural and consider the importance of teaching all children about adjustments that can support inclusion of those with communication difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01