'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 |
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| 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 |
| 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. |
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| ISSN: | 1949-1212 |
