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"I never gave it a second thought": PGCE students' attitudes towards the inclusion of children with speech and language impairments

Marshall, J., Stojanovik, V. and Ralph, S. (2002) "I never gave it a second thought": PGCE students' attitudes towards the inclusion of children with speech and language impairments. International Journal of Language & Communication Disorders. 37(4), pp. 475-489. 1460-6984.

Item Type: Article
Abstract: Approximately 7% of young school-aged children have specific language impairments. Many such children are now being educated in mainstream settings. However, there is a dearth of up-to-date and valid research that considers UK (student) teachers' attitudes towards such children. This study aimed to investigate trainee teachers' attitudes towards teaching children with speech and language impairments, to investigate the reported effects of those attitudes on participants' acceptance of teaching such children, and to consider any implications for speech and language therapy (SLT) services and inclusive education. Nineteen trainee teachers (PGCE students) from a university in the North West of England took part in semistructured group interviews. The data were transcribed and analysed qualitatively, and recurrent themes identified. A range of attitudes was expressed, and six major themes were identified from the data. Participants discussed concerns about the resources and knowledge they considered necessary to support fully children with specific language impairments. There was some differentiation of attitudes related to the types of disability that a child may have and the subject being taught. Much of the discussion was about disabilities in general rather than specific to speech and language impairments. Many of the participants reflected on their own previous experiences to inform their opinions. Although many of the participants expressed positive attitudes, some had concerns about workload and at least one was openly hostile to the idea of teaching children with disabilities within mainstream settings. The implications of these findings are discussed in relation to previous research, the quantitative data obtained in this project, SLT services and the increases in the inclusion of children with specific language impairments into mainstream educational settings.
Additional Information: RAE2008 UoA45
Subjects: L Education > LC Special aspects of Education > LC1200 Inclusive education
L Education > LC Special aspects of Education > LC3950 Exceptional children and youth. Special education > LC4001 Children and youth with disabilities. Learning disabled children and youth
Creators: Marshall, J, Stojanovik, V and Ralph, Sue
Faculties, Divisions and Institutes: University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
Date: 1 October 2002
Date Type: Publication
Page Range: pp. 475-489
Journal or Publication Title: International Journal of Language & Communication Disorders
Volume: 37
Number: 4
Language: English
ISSN: 1460-6984
Status: Published / Disseminated
Refereed: Yes
Related URLs:
URI: http://nectar.northampton.ac.uk/id/eprint/171

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