Developmental Language Disorder (DLD) in school
the experiences of different stakeholders
DOI:
https://doi.org/10.58986/al.2024.18598Nyckelord:
developmental language disorder, experiences of school situation, school-aged children, different stakeholders, qualitative interviewsAbstract
Students with developmental language disorder, DLD, are at risk of facing educational challenges in compulsory school. The aim of this study was to identify factors with the potential to support or impede learning in students with DLD and thereby contribute to the development of appropriate interventions for this group of students. Through individual semi-structured interviews, data was collected from 15 participants in five stakeholder groups: students with DLD, parents, teachers, support persons and SLPs. By using Reflexive thematic analysis, three themes were developed from the interview material: 1) Individual support facilitates learning; 2) The demands of oral and written language differ; and 3) Social relations supply and consume energy. The results provide insight into how DLD may lead to challenges in both learning situations and in social relations, but also about how support may reduce the consequences of DLD.
Abstract på svenska
Elever med utvecklingsrelaterad språkstörning (DLD) riskerar att möta utmaningar i grundskolan. Syftet med denna studie var att identifiera faktorer som intressenter upplevde har en potential att underlätta eller försvåra lärande hos elever med DLD och därmed bidra till att utveckla ett lämpligt stöd för denna grupp elever i skolsammanhang. Genom individuella semistrukturerade intervjuer samlades data in från 15 deltagare i fem grupper av intressenter: elever med DLD (n = 3), föräldrar (n = 3), lärare (n = 3), resurspersonal (n = 3) och logopeder (n = 3). Genom att använda reflexiv tematisk analys utvecklades tre teman från intervjumaterialet: (1) Individuellt stöd underlättar lärande; (2) kraven på muntligt och skriftligt språk skiljer sig åt; och (3) sociala relationer tillhandahåller och konsumerar energi. Resultaten ger insikt i hur DLD kan innebära utmaningar i både inlärningssituationer och sociala relationer och om hur stöd kan minska konsekvenserna av DLD.
Den svenska versionen av abstractet lades till i version 2 av denna artikel. Översättningen gjordes av tidskriftens redaktion.
Nedladdningar
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- 2024-10-15 (2)
- 2024-09-24 (1)
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Copyright (c) 2024 Julia Wallmann, Birgitta Sahlén, Christina Samuelsson
Det här verket är licensierat under en Creative Commons Erkännande 4.0 Internationell-licens.
