Do teachers know enough about the characteristics and educational impacts of Developmental Language Disorder (DLD) to successfully include students with DLD?

Developmental Language Disorder (DLD) is a common, lifelong disorder affecting around two students in every classroom. DLD is complex and can present in subtle ways that, without sufficient knowledge of its characteristics and educational impacts, can be difficult to distinguish from those of other...

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Bibliographic Details
Published in:Teaching and teacher education 2022-11, Vol.119, p.103868, Article 103868
Main Authors: Glasby, Jaedene, Graham, Linda J., White, Sonia L.J., Tancredi, Haley
Format: Article
Language:English
Subjects:
Inclusive education
Professional learning
Speech pathology
Teacher knowledge
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Summary:Developmental Language Disorder (DLD) is a common, lifelong disorder affecting around two students in every classroom. DLD is complex and can present in subtle ways that, without sufficient knowledge of its characteristics and educational impacts, can be difficult to distinguish from those of other common disabilities. This project investigated the depth of 262 teachers' knowledge of DLD and found a mismatch between participants' self-rated and demonstrated knowledge. The implications of these findings for teachers’ capacity to successfully include students with DLD as required by anti-discrimination legislation, professional standards, and inclusion policies are discussed with recommendations for initial teacher education and professional learning.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2022.103868