Teachers’ and education students’ experience and attitudes concerning the integration of children with specific language impairment (Bachelor thesis)

Στεφανή, Αναστασία/ Stefani, Anastasia


This study investigates various dimensions of the knowledge, experience, attitudes and expectations of educators of pre-school, primary and special education, as well as those of students of the corresponding university departments concerning the education of children with Special Language Impairment (SLI). A nationally-driven population of 168 primary school teachers (56 kindergarten, 74 teachers, and 38 special education teachers), and 156 university students of pre-school and primary school education University departments answered an extensive questionnaire, which was developed for the needs of this project. Results are presented on their feeling of competence, their difficulties, their expectations of SLI students' academic progress, the teaching support they receive and the teaching support they would have wished they had. In addition, significant differences are presented according to their specialty, the years of experience/years since their graduation, the previous experience they had with SLI students, and the relevant education they have received. In general, the majority of both educators and students are in favor of the incorporation of children with SLI, although they report important difficulties in the educational practice, a low sense of competence and flaws in the support they receive
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Τμήμα Επιστημών της Εκπαίδευσης στην Προσχολική Ηλικία
Subject classification: Language disorders in children
Keywords: Ειδική γλωσσική διαταραχή,Σχολική ένταξη,Προσχολική και πρώτη σχολική ηλικία,Specific language impairment,Preschool and early primary education,Inclusive education
URI: http://83.212.168.214/jspui/handle/123456789/10733
Appears in Collections:ΤΜΗΜΑ ΕΠΙΣΤΗΜΩΝ ΕΚΠΑΙΔΕΥΣΗΣ ΣΤΗΝ ΠΡΟΣΧΟΛΙΚΗ ΗΛΙΚΙΑ

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