Adolescents with language difficulties in their final year of compulsory education: An exploration into perceptions towards GCSE examinations
Author
Davey, Yvette
Date
2018-04Acceptance date
2018-04
Type
Dissertation
Metadata
Show full item recordAbstract
An abundance of literature emphasises poorer academic attainment at school-leaving age
for adolescents with language impairment (LI). The number of pupils with LI entered for
GCSE examinations continues to rise, yet there is little research available on their
perceptions of exams and exam preparation. To address this, the current study investigated
GCSE exams from the perspectives of adolescents in their final year of compulsory
schooling.
Three Year 11 pupils with LI participated in the study. A semi-structured interview was
conducted to explore their perceptions on support for GCSE exams and exam preparation.
Data were analysed according to Interpretative Phenomenology Analysis, permitting
exploration and interpretation of the themes that emerged. The participants discussed the
types of support provided in preparation for, and during, exams, alongside how they engage
with this support. Overall, opportunities provided by school and teachers were largely
considered positive, but some barriers to effective support were also highlighted. Positive
aspects included practice tests and revision sessions, providing past papers, and access
arrangements. Limited recapping of curricular content and fast-paced teaching styles were
exposed as barriers. This study provided interesting insights into support for adolescents
with LI at key stage 4. With the current change to the nature of GCSEs, such as introducing
more demanding content, adolescents’ perceptions are particularly important to inform
timely, appropriate and effective support. Findings from this study would benefit from
further development, particularly as insights can have implications for provision and
subsequent academic attainment and employment outcomes for adolescents with LI.
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