AbstractThe aim of the study is to shed light on language opportunities for special education teachers and teachers in years 4 and 7 in the work to create linguistically stimulating learning environments for pupils with language impairment/DLD. This is a qualitative study and data consist of interviews with special education teachers and teachers in order to find answers to the following questions:
• How do special needs teachers and teachers define language impairment/ DLD?
• Which are presented as the biggest challenges and opportunities in learning situations for students with language impairment/DLD?
• How is the collaboration described about how special needs teachers together with teachers can create linguistically accessible teaching for students with language impairment/DLD?
The theoretical framework is rooted in the socio-cultural perspective on language and learning. In summary, the results point to the importance of teachers´ and special education teachers´ consensus, collaboration and the importance of professional intervention. Furthermore, the usefulness of the results in the field of special education shows a need for a special education teacher, who is both a professional tutorial partner and a colleague. A colleague, who is in the middle of the classroom focused on teaching, investigation and development with a good scientific basis and an ethical approach and with relational communication skills. Finally, more studies and more extensive research are needed that analyse more aspects of special education teachers' and teachers' important assignment regarding the development of classroom-based language processing and teachers' competence around language impairment/DLD, which can contribute to opportunities for pupils with language impairment/DLD in vulnerable learning situations.
|Date of Award||2022-Jun|
|Supervisor||Ann-Elise Persson (Supervisor), Helena Sjunnesson (Assessor) & Daniel Östlund (Examiner)|
- Special Education Teacher Programme
- 15 HE credits
Swedish Standard Keywords
- Pedagogical Work (50304)
- developmental language disorder
- linguistically accessible learning environment
- linguistic vulnerability
- sociocultural perspective