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

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Title: 'They Always Called Me Yoda': School Experiences of Young People with Developmental Language Disorders as Reported at the End of Their Secondary Education
Language: English
Authors: Theisel, Anja, Glück, Christian W., Spreer, Markus
Source: Insights into Learning Disabilities. 2022 19(2):151-170.
Availability: 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
Peer Reviewed: Y
Page Count: 20
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Elementary Secondary Education
Descriptors: 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
Geographic Terms: Germany
ISSN: 1949-1212
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1357401
Database: ERIC
FullText Links:
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  Data: 'They Always Called Me Yoda': School Experiences of Young People with Developmental Language Disorders as Reported at the End of Their Secondary Education
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  Data: 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
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  Data: 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.
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      – Text: English
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        PageCount: 20
        StartPage: 151
    Subjects:
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Secondary School Students
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      – SubjectFull: Language Impairments
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      – SubjectFull: Student Experience
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Oral Language
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