特殊教育需求提供和学术成果的孩子与教师报告的语言困难在学校入学
Sarah Griffiths1, Laura Lucas1, Debbie Gooch2
1Psychology and Language Sciences University College London London UK.
JCPP advances
|June 16, 2025
概括
教师认定的语言困难显著预测学业成绩. 早期识别和持续支持对于需要特殊教育需求 (SEN) 供应的儿童至关重要,特别是那些有语言挑战的儿童.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 语言学的语言学.
背景情况:
- 语言能力是所有学科学术成功的关键预测因素.
- 教师识别语言困难可以表明需要特殊教育需求 (SEN) 提供.
- 对有语言困难的学生提供SEN的有效性在很大程度上是未知的.
研究的目的:
- 检查教师报告的语言困难与长期学术成绩之间的关联.
- 确定单语言儿童语言困难的SEN提供预测因素.
- 评估SEN提供对这些儿童学业成绩的影响.
主要方法:
- 将教师语言难度评级 (1年级小学) 与英国全国学生数据库记录有关SEN提供和法定评估的记录联系起来.
- 分析了从小学早期到10-11岁的7013名儿童的数据.
- 使用预先注册的分析来解决研究目标.
主要成果:
- 教师认定的语言困难预测了语音,阅读,写作和数学成绩,直到7年后.
- 神经发育条件或感官障碍是SEN注册和语言困难儿童的安置的强有力的预测因素.
- 38%的初级语音,语言和沟通需求的儿童在过渡到中学期间失去了这种注册.
结论:
- 教师识别语言困难,特别是与同时出现的风险因素,应该触发SEN提供.
- 在孩子的整个教育过程中,对语言困难的持续认可和支持至关重要.
- 该研究强调需要持续支持SEN,并进一步研究其有效性.
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