Improving the accessibility of subject English for students with language and/or attention difficulties.
Saved in:
| Title: | Improving the accessibility of subject English for students with language and/or attention difficulties. |
|---|---|
| Authors: | Tancredi, Haley1 (AUTHOR) h.tancredi@qut.edu.au, Graham, Linda J.1 (AUTHOR), Killingly, Callula1 (AUTHOR) |
| Source: | Australian Educational Researcher (Springer Science & Business Media B.V.). Mar2025, Vol. 52 Issue 1, p511-537. 27p. |
| Subject Terms: | *Attention-deficit hyperactivity disorder, *Student attitudes, *Language disorders, *Inclusive education, *Language acquisition |
| Abstract: | The study of English is compulsory throughout all 13 years of schooling in Australia and, while there are differentiated options in the senior years of school, these do not have the same parity of esteem nor transactional value. Previous research has identified patterns of enrolment in high versus low-status subjects, reflecting differential access to powerful knowledge and further educational opportunity. To date, research has focused on patterns of inequalities in enrolment access along socioeconomic lines with comparatively less attention to the accessibility of pedagogy and assessment, particularly for students with high-incidence disabilities like Developmental Language Disorder (DLD) and Attention Deficit Hyperactivity Disorder (ADHD). In this study, we draw on individual achievement and interview data to consider the accessibility of subject English from the perspectives of 59 Year 10 students identified as having language and/or attentional difficulties consistent with DLD and ADHD. In describing their ease or difficulty with subject English, students reported attributions to self (e.g., their ability to write or to concentrate), and attributions to the subject (e.g., explicitness of success criteria, flexibility of assessment requirements, and the in/accessibility of teaching). Attributions to the subject dominated students' responses, however, students also described a range of supportive pedagogical practices that—if implemented consistently and effectively—may help to increase the accessibility of subject English for students with language and/or attentional difficulties, providing more equitable opportunities for these students to gain from their participation in this important compulsory subject. [ABSTRACT FROM AUTHOR] |
| Copyright of Australian Educational Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature 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 |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 182881562 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Improving the accessibility of subject English for students with language and/or attention difficulties. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tancredi%2C+Haley%22">Tancredi, Haley</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> h.tancredi@qut.edu.au</i><br /><searchLink fieldCode="AR" term="%22Graham%2C+Linda+J%2E%22">Graham, Linda J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Killingly%2C+Callula%22">Killingly, Callula</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australian+Educational+Researcher+%28Springer+Science+%26+Business+Media+B%2EV%2E%29%22">Australian Educational Researcher (Springer Science & Business Media B.V.)</searchLink>. Mar2025, Vol. 52 Issue 1, p511-537. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The study of English is compulsory throughout all 13 years of schooling in Australia and, while there are differentiated options in the senior years of school, these do not have the same parity of esteem nor transactional value. Previous research has identified patterns of enrolment in high versus low-status subjects, reflecting differential access to powerful knowledge and further educational opportunity. To date, research has focused on patterns of inequalities in enrolment access along socioeconomic lines with comparatively less attention to the accessibility of pedagogy and assessment, particularly for students with high-incidence disabilities like Developmental Language Disorder (DLD) and Attention Deficit Hyperactivity Disorder (ADHD). In this study, we draw on individual achievement and interview data to consider the accessibility of subject English from the perspectives of 59 Year 10 students identified as having language and/or attentional difficulties consistent with DLD and ADHD. In describing their ease or difficulty with subject English, students reported attributions to self (e.g., their ability to write or to concentrate), and attributions to the subject (e.g., explicitness of success criteria, flexibility of assessment requirements, and the in/accessibility of teaching). Attributions to the subject dominated students' responses, however, students also described a range of supportive pedagogical practices that—if implemented consistently and effectively—may help to increase the accessibility of subject English for students with language and/or attentional difficulties, providing more equitable opportunities for these students to gain from their participation in this important compulsory subject. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australian Educational Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature 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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182881562 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s13384-024-00728-x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 511 Subjects: – SubjectFull: Attention-deficit hyperactivity disorder Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Language disorders Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Language acquisition Type: general Titles: – TitleFull: Improving the accessibility of subject English for students with language and/or attention difficulties. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tancredi, Haley – PersonEntity: Name: NameFull: Graham, Linda J. – PersonEntity: Name: NameFull: Killingly, Callula IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 03116999 Numbering: – Type: volume Value: 52 – Type: issue Value: 1 Titles: – TitleFull: Australian Educational Researcher (Springer Science & Business Media B.V.) Type: main |
| ResultId | 1 |
