View in EDS

Investigating the impact of impairment and barriers experienced by students with language and/or attentional difficulties.

Saved in:
Bibliographic Details
Title: Investigating the impact of impairment and barriers experienced by students with language and/or attentional difficulties.
Authors: Tancredi, Haley1 (AUTHOR) h.tancredi@qut.edu.au, Graham, Linda J.1 (AUTHOR), Killingly, Callula1 (AUTHOR), Sweller, Naomi2 (AUTHOR)
Source: Australian Journal of Learning Difficulties. Nov2023, Vol. 28 Issue 2, p173-194. 22p.
Subject Terms: *Attention control, *Attention-deficit hyperactivity disorder
Abstract: Students with language and/or attentional difficulties are present in all classrooms, but evidence indicates they are poorly identified and supported. Reasonable adjustments are a legislative requirement, but these are often generic and fail to address instructional barriers. Students are uniquely placed to report on the pedagogical implications of language and/or attentional difficulties, however, little research has connected standardised assessment data to the classroom impacts of impairment as experienced by students. In this paper, we report on 59 students with language and/or attentional difficulties participating in a study aimed at improving students' classroom experiences, engagement and academic achievement through accessible assessment and inclusive practice. We draw on standardised assessment and interview data to investigate similarities/differences in students' language and/or attention profiles, and/or in what students' wish their teachers knew about them and how they learn. Finally, we present a rationale for whole-class, accessible teaching practices as the foundation for classroom instruction. [ABSTRACT FROM AUTHOR]
Copyright of Australian Journal of Learning Difficulties is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Students with language and/or attentional difficulties are present in all classrooms, but evidence indicates they are poorly identified and supported. Reasonable adjustments are a legislative requirement, but these are often generic and fail to address instructional barriers. Students are uniquely placed to report on the pedagogical implications of language and/or attentional difficulties, however, little research has connected standardised assessment data to the classroom impacts of impairment as experienced by students. In this paper, we report on 59 students with language and/or attentional difficulties participating in a study aimed at improving students' classroom experiences, engagement and academic achievement through accessible assessment and inclusive practice. We draw on standardised assessment and interview data to investigate similarities/differences in students' language and/or attention profiles, and/or in what students' wish their teachers knew about them and how they learn. Finally, we present a rationale for whole-class, accessible teaching practices as the foundation for classroom instruction. [ABSTRACT FROM AUTHOR]
ISSN:19404158
DOI:10.1080/19404158.2023.2285270