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Related Experiment Video

Updated: Jan 10, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Key Stakeholder Views on Educational Support and Academic Progress for Students With Developmental Language Disorder.

Julia Wallmann1, Christina Samuelsson2, Birgitta Sahlén3

  • 1Division of Sensory Organs and Communication, Department of Biomedical and Clinical Sciences, Linköping University, Sweden.

Language, Speech, and Hearing Services in Schools
|November 25, 2025
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Summary
This summary is machine-generated.

Educational support is vital for students with developmental language disorder (DLD). However, its impact on academic progress varies, highlighting the need to include student perspectives for effective support strategies.

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Area of Science:

  • Education
  • Speech and Language Pathology
  • Developmental Psychology

Background:

  • Adequate support is crucial for students with developmental language disorder (DLD) to achieve educational equity.
  • Understanding stakeholder perspectives on support and academic progress is essential for DLD students.
  • Current knowledge needs expansion regarding the link between educational support and academic outcomes for DLD learners.

Purpose of the Study:

  • To explore the perceived relationship between educational support and academic progress for students with DLD.
  • To investigate the experiences of key stakeholders, including students, caregivers, and school professionals, regarding support provision.
  • To gain insights into how different support strategies influence the academic journey of students with DLD.

Main Methods:

  • The study involved three clusters, each centered around a student with DLD (aged 12-16) in Swedish compulsory school.
  • Semistructured interviews were conducted with students, caregivers, teachers, support staff, and speech-language pathologists within each cluster.
  • Reflexive thematic analysis was employed to analyze the collected stakeholder perspectives.

Main Results:

  • All participants recognized educational support as fundamental to academic progress for students with DLD.
  • Perceived effectiveness of support varied across the three clusters, despite similarities in provision.
  • Key themes identified included the balance between student effort and achievement, instances where support was counterproductive, and the positive impact of collaborative, targeted interventions.

Conclusions:

  • The relationship between educational support and academic progress for students with DLD is complex and context-dependent.
  • Similar support provisions can yield different outcomes in various educational settings.
  • Future development of effective support for DLD students must integrate the viewpoints of all stakeholders, especially the students themselves.