Abstract
| Original language | English |
|---|---|
| Article number | 6 |
| Pages (from-to) | 81-101 |
| Number of pages | 21 |
| Journal | Australian Journal of Teacher Education |
| Volume | 42 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Feb 2017 |
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Children with speech sound disorders at school : Challenges for children, parents and teachers. / Daniel, Graham; McLeod, Sharynne.
In: Australian Journal of Teacher Education, Vol. 42, No. 2, 6, 02.2017, p. 81-101.Research output: Contribution to journal › Article
TY - JOUR
T1 - Children with speech sound disorders at school
T2 - Challenges for children, parents and teachers
AU - Daniel, Graham
AU - McLeod, Sharynne
N1 - Includes bibliographical references.
PY - 2017/2
Y1 - 2017/2
N2 - Teachers play a major role in supporting children's educational, social, and emotional development although may be unprepared for supporting children with speech sound disorders. Interviews with 34 participants including six focus children, their parents, siblings, friends, teachers and other significant adults in their lives highlighted challenges for these children in school, and challenges for their parents and teachers in meeting these children's developmental and educational needs. These challenges were centred on the need for specific expertise in the school setting, and access to additional classroom and professional services to support these students' engagement in the learning and social environments of school. This research identifies frustrations that impact these families and teachers as they attempt to navigate the bureaucracies to which they are beholden.
AB - Teachers play a major role in supporting children's educational, social, and emotional development although may be unprepared for supporting children with speech sound disorders. Interviews with 34 participants including six focus children, their parents, siblings, friends, teachers and other significant adults in their lives highlighted challenges for these children in school, and challenges for their parents and teachers in meeting these children's developmental and educational needs. These challenges were centred on the need for specific expertise in the school setting, and access to additional classroom and professional services to support these students' engagement in the learning and social environments of school. This research identifies frustrations that impact these families and teachers as they attempt to navigate the bureaucracies to which they are beholden.
UR - https://aoasg.org.au/open-access-policies/australian-open-access-journals/
U2 - 10.14221/ajte.2017v42n2.6
DO - 10.14221/ajte.2017v42n2.6
M3 - Article
VL - 42
SP - 81
EP - 101
JO - Australian Journal of Teacher Education
JF - Australian Journal of Teacher Education
SN - 0313-5373
IS - 2
M1 - 6
ER -