Children with Language Difficulties: Identification and Adapted Language Provision in Early Childhood Education and Care, and Subsequent Assessment by the Educational Psychological Service

Autor/inn/en	Joner, Maya Dybvig; Reikerås, Elin; Alvestad, Marit
Titel	Children with Language Difficulties: Identification and Adapted Language Provision in Early Childhood Education and Care, and Subsequent Assessment by the Educational Psychological Service
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 5, S.758-772 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reikerås, Elin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2046829
Schlagwörter	Language Impairments; Language Acquisition; Foreign Countries; Preschool Education; Preschool Teachers; Preschool Children; At Risk Students; Disability Identification; Intervention; Student Evaluation; Norway + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachaneignung; Spracherwerb; Ausland; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Schulnote; Studentische Bewertung; Norwegen
Abstract	We investigated how children with language difficulties are identified, and which adapted provision is given in Norwegian Early Childhood Education and Care (ECEC) before referrals are made to The Educational Psychological Service (EPS), and the EPS assessment of such difficulties. A qualitative content analysis of 20 documents pertaining to four children with language difficulties were conducted, based on national regulations, national guidelines and theories on language development and language difficulties. The ECEC used observations of social settings to identify language difficulties, which mainly reported pronunciation difficulties. The EPS identified a broader spectrum of language difficulties, which was not always in accordance with ECECs observations. The adapted provision given in ECEC before the referral and in the gap between the referral and the decision on special needs assistance was lacking. This implies a need to target the gap between when a referral is made and when special needs assistance is received. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01