'They Make It Easier to Learn and Cope': The Views of Adolescents with Speech, Language and Communication Needs on Attending a Flexible Learning Programme

Autor/inn/en	Leitão, Suze; Jackson, Emily; Kippin, Natalie R.; Glisson, Laura; Tomlin, Toni; Boyes, Mark
Titel	'They Make It Easier to Learn and Cope': The Views of Adolescents with Speech, Language and Communication Needs on Attending a Flexible Learning Programme
Quelle	In: Child Language Teaching and Therapy, 39 (2023) 3, S.234-247 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leitão, Suze) ORCID (Jackson, Emily) ORCID (Boyes, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590231201740
Schlagwörter	Nontraditional Education; Adolescents; Student Attitudes; Speech Impairments; Language Impairments; Communication Disorders; Secondary School Students; Student Needs; Educational Environment; Course Content; Teacher Influence; Peer Relationship; Personal Autonomy; Foreign Countries; Australia; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Kommunikationsstörung; Sekundarschüler; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kursprogramm; Peer-Beziehungen; Individuelle Autonomie; Ausland; Australien
Abstract	Flexible learning programmes (FLPs) and similar alternative education initiatives are designed to meet the diversity of needs of young people who have become disengaged from mainstream education. There is emerging evidence of the high prevalence of speech, language and communication needs (SLCN) and language disorders amongst students attending FLPs. This highlights the importance of understanding the views of these young people growing up in challenging psychosocial contexts about their experiences of schooling. We report on the perspectives of 45 students (aged 12-18 years) who had identified SLCN and who attended an FLP. We wanted to understand what they found valuable (and not) in their current FLP and how this compared to their previous schooling experience. The majority of students responded positively when asked about their current high school. Key factors identified via qualitative content analysis included how the FLP class content and environment were suited to them, the responsiveness of staff to their learning and personal needs, how their autonomy was respected, and the positive peer relationships they had developed in the FLP. Understanding these factors will support the design and implementation of educational programmes that foster improved engagement with, and achievement within, both FLPs and mainstream schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01