Opportunities to Enhance Children's Communication Development at School in Underserved Communities

Autor/inn/en	Zahir, Mariyam Z.; Miles, Anna; Hand, Linda; Ward, Elizabeth C.
Titel	Opportunities to Enhance Children's Communication Development at School in Underserved Communities
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 1, S.104-121 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zahir, Mariyam Z.) ORCID (Miles, Anna) ORCID (Hand, Linda) ORCID (Ward, Elizabeth C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Interpersonal Communication; Communication Skills; Foreign Countries; Inclusion; Students with Disabilities; Rural Schools; Special Education Teachers; Student Needs; Speech Language Pathology; At Risk Students; Communication Problems; Preschool Education; Elementary Secondary Education; Intervention; Language Skills; Interaction; Teacher Role; Maldives + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Kommunikationsstil; Ausland; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Kommunikationsbarriere; Pre-school education; Vorschulerziehung; Language skill; Sprachkompetenz; Interaktion; Lehrerrolle; Malediven
Abstract	Purpose: Alternative service delivery approaches are required to provide support for children with communication difficulties in underserved communities. Schools have a unique set of assets that can be utilized to provide this support. This study explored what the education sector and classrooms in the early years of schooling offer as support for children with communication difficulties in an underserved Majority World country, the Maldives. The objective was to identify opportunities to enhance support provided for these children. Method: A qualitative multimethod approach was used involving (a) 520 min of classroom observational data from four remote schools, (b) interviews with four special education needs teachers, and (c) an interview with a Ministry of Education official. Classroom observational data were analyzed using the Communication Supporting Classroom Observation Tool. Deductive content analysis was used to analyze the interview data. Results: The support system aimed to reflect the Inclusive Education Policy of the Maldives. The Ministry of Education official and teachers raised concerns regarding lack of allied health services such as speech-language therapy in schools. Teachers frequently used certain communication supporting interactions such as imitation in classrooms. Missed opportunities to enhance communication were observed, including limited use of some interaction features such as modeling language, limited planned opportunities for children to interact in class, and limited resources in the environment to develop communication in Grade 1 and 2 compared to preschool. Conclusion: Findings suggest building capacity among teachers and training teachers on identified classroom communication support areas to enhance support for children with communication difficulties. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01