Early childhood education of children with specific language impairments
Document Type
Journal Article
Publisher
Routledge
Place of Publication
Melbourne
Faculty
Faculty of Education and Arts
School
School of Education
RAS ID
6124
Abstract
Early intervention for children with specific language impairment by teachers with experience in supporting their needs is critical to language acquisition. In Western Australia this small number of children are catered for in designated settings with specialised teachers. The length of time that these children are able to access intensive instruction may be shortening and therefore the potential effect on their learning is crucial. Teachers from five Language Development Centres were asked to respond to a range of issues associated with these children's ability to cope with the proposed early re-entry into the mainstream classroom. A total of 120 responses were received from teachers, speech therapists and educational assistants who highlighted the specialist skill set required to teach students with specific language impairments. Discussion focuses on the perceived ability of mainstream teachers to provide appropriate support for children with specific language impairments in the early years.
DOI
10.1080/19404150802389366
Comments
Barrett, E., & Hammond, L. (2008). Early childhood education of children with specific language impairments. Australian Journal of Learning Difficulties, 13(2), 145-160.
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