To identify a relationship between the knowledge and attitudes of primary school teachers towards children with speech, language and communication difficulties within mainstream education
Cardiff Metropolitan University
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Inclusive education has allowed children with speech, language and communication difficulties (SLCD) to be educated in mainstream settings. However teachers have received limited training on the conditions seen within inclusion, including SLCD. In addition to limited knowledge of SLCD, negative attitudes have been found in teachers towards children with SLCD. The current quantitative study, consisted of 20 teachers from 3 counties in the United Kingdom who completed 2 questionnaires; the first questionnaire identified attitudes towards SLCD, and required the teacher to rate each difficulty on a 6-point likert scale. The second questionnaire identified teachers’ knowledge of speech, language and communication. The results revealed a range of relationships between variables, with factors such as type of qualification received impacting on the amount of speech, language and communication knowledge. Furthermore correlations were found between knowledge of SLC areas and attitudes, however only one positive correlation was revealed between knowledge of expressive language and attitude towards communication. A further two negative correlations were discovered. In summary, knowledge of speech, language and communication does impact on attitudes; therefore it is vital to support the development of positive attitudes towards the inclusion of children with SLCD.
B.Sc. (Hons) Speech and Language Therapy
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