关键利益相关者对发展性语言障碍学生的教育支持和学术进步的看法
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
概括
对于发展性语言障碍 (DLD) 的学生来说,教育支持至关重要. 然而,它对学术进步的影响有所不同,这凸显了需要将学生的观点纳入有效的支持策略的必要性.
科学领域:
- 教育教育教育教育教育教育.
- 语音和语言病理学 语言病理学
- 发展心理学 发展心理学
背景情况:
- 适当的支持对于发展性语言障碍 (DLD) 的学生来说至关重要,以实现教育公平.
- 了解利益相关者对支持和学术进步的看法对DLD学生至关重要.
- 目前的知识需要扩展,关于教育支持与DLD学习者的学术成果之间的联系.
研究的目的:
- 探索教育支持与DLD学生的学术进步之间的感知关系.
- 调查关键利益相关者的经验,包括学生,护理人员和学校专业人员,关于提供支持.
- 了解不同的支持策略如何影响DLD学生的学术旅程.
主要方法:
- 这项研究涉及三个集群,每个集群都集中在瑞典义务学校的DLD (12-16岁) 学生周围.
- 在每个集群中,与学生,护理人员,教师,辅助人员和语音语言病理学家进行了半结构化采访.
- 使用反思性的专题分析来分析收集的利益相关者的观点.
主要成果:
- 所有参与者都认为,教育支持是DLD学生学业进步的基础.
- 尽管在提供方面有相似之处,但支持的感知有效性在三个集群中各不相同.
- 确定的主要主题包括学生的努力和成就之间的平衡,支持反作用的情况,以及协作,有针对性的干预措施的积极影响.
结论:
- 对于患有DLD的学生来说,教育支持和学术进步之间的关系是复杂的,并且取决于背景.
- 类似的支持条款可以在不同的教育环境中产生不同的结果.
- 未来发展对DLD学生的有效支持必须整合所有利益相关者的观点,特别是学生本身.
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