Specialist Provision for Language Disorder: Staff and Service User Views of a Preschool Language Unit

Autor/inn/en	Harvey, Hannah; Spencer, Sarah
Titel	Specialist Provision for Language Disorder: Staff and Service User Views of a Preschool Language Unit
Quelle	In: Child Language Teaching and Therapy, 35 (2019) 2, S.93-111 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harvey, Hannah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659019849455
Schlagwörter	Preschool Children; Speech Language Pathology; Allied Health Personnel; Language Impairments; Early Intervention; Specialists; Special Education; Childrens Attitudes; Parent Attitudes; Teacher Attitudes; Inclusion; Team Teaching; Regular and Special Education Relationship; Class Size; School Readiness; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Elternverhalten; Lehrerverhalten; Inklusion; Teamteaching; Klassengröße; Readiness for school; School ability; Schulreife; Ausland; Großbritannien
Abstract	Language units are specialist educational settings that provide integrated speech and language therapy and curriculum delivery for children with severe language disorders within mainstream schools. This study presents an account of a preschool language unit (PLU) from the perspectives of children with language disorders currently in attendance, their parents, and teaching staff. Six child-led, multi-modal interviews, six parent questionnaires, and interviews with three members of staff were analysed using Framework Analysis (Ritchie et al., 2003). Results showed that staff and parents perceive that attending the PLU positively impacts the children, but raised concerns that accessing PLUs can be difficult due to number restrictions. Children valued play and friendships within the PLU, while parents valued the PLU's role in supporting communication and socialization. This study offers a unique account of how a PLU supports children with language disorders from the perspectives of children, parents and staff. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01