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Modifications of speech language levels by preservice educators based on language features
P J Schloss1, M A Smith, M Bernstein
1University of Missouri, Columbia.
Journal of Communication Disorders
|April 1, 1990
Summary
Mainstream educators did not adjust their spoken language for hearing-impaired learners. However, educators with more experience produced clearer language than those with less experience.
Area of Science:
- Education
- Audiology
- Linguistics
Background:
- Growing inclusion of students with disabilities in mainstream education.
- Concerns regarding educators' ability to adapt communication for hearing-impaired learners.
Purpose of the Study:
- To compare the spoken language levels of preservice educators with varying experience with hearing-impaired individuals.
- To assess educators' ability to modify language for hearing-impaired students.
Main Methods:
- Preservice educators were divided into high and low experience groups based on prior interactions with hearing-impaired individuals.
- Spoken language samples were collected and analyzed for clarity and appropriateness for hearing-impaired listeners.
Main Results:
- Neither high nor low experience groups significantly adjusted their language to be understood by hearing-impaired women.
- Educators with high experience produced language at a higher level than those with low experience.
Conclusions:
- Preservice educators may require specific training to effectively modify their spoken language for hearing-impaired learners.
- Experience level influences language production, but does not guarantee appropriate accommodation for hearing-impaired students.