A Longitudinal Assessment of Early Childhood Education with Integrated Speech Therapy for Children with Significant Language Impairment in Germany

Autor/inn/en	Ullrich, Dieter; Ullrich, Katja; Marten, Magret
Titel	A Longitudinal Assessment of Early Childhood Education with Integrated Speech Therapy for Children with Significant Language Impairment in Germany
Quelle	In: International Journal of Language & Communication Disorders, 49 (2014) 5, S.558-566 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12092
Schlagwörter	Foreign Countries; Speech Therapy; Language Impairments; Early Childhood Education; Longitudinal Studies; Access to Education; Program Effectiveness; Personality Traits; Nursery Schools; Elementary Schools; Child Development; Social Development; Academic Achievement; Socioeconomic Influences; Interpersonal Competence; Inclusion; Special Education; Special Needs Students; Germany + Suchen Sie Ihr Suchwort? Ausland; Entwicklungsproximale Sprachtherapie; Logotherapie; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Access; Bildung; Zugang; Bildungszugang; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Elementary school; Grundschule; Volksschule; Kindesentwicklung; Soziale Entwicklung; Schulleistung; Sozioökonomischer Faktor; Interpersonale Kompetenz; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Deutschland
Abstract	Background: In Lower Saxony, Germany, pre-school children with language- and speech-deficits have the opportunity to access kindergartens with integrated language-/speech therapy prior to attending primary school, both regular or with integrated speech therapy. It is unknown whether these early childhood education treatments are helpful and effective. Aims: To determine the value of early language-/speech therapy treatment in combination with support of personality traits during the pre-school and primary school period on the long-term social and academic development of children with significant language-/speech delay. Methods and Procedures: We conducted prospective longitudinal case series, following the academic progress of 71 children after they had been discharged from a speech therapy kindergarten (STK) up to 19 years previously. Data collection included details on language/speech impairment, socio-economic factors, psycho-social skills and intelligence quotient. Results and Implications: At the end of the follow-up period, 58 children were attending secondary schools: 44 (76%) children attended a regular secondary school, whereas 14 (24%) children were enrolled in a school with special needs education. The results suggest that self-awareness and intelligence quotient in this study cohort correlated with later academic achievements. Conclusion and Implications: Kindergartens and primary schools which support curriculum-integrated language-/speech therapy and allow for different personality traits appear to improve longterm development and academic outcome of children with language-/speech impairment or delay. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10