Developmental Langauge 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.
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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.
