Teachers' Instructional Language with Children with Mild and Severe Language Difficulties in Self-Contained Special Education Classrooms

Autor/in	Zheng, Wenjing
Titel	Teachers' Instructional Language with Children with Mild and Severe Language Difficulties in Self-Contained Special Education Classrooms
Quelle	In: Journal of the American Academy of Special Education Professionals, (2023), S.159-173 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teaching Methods; Language Usage; Special Education Teachers; Students with Disabilities; Mild Disabilities; Severe Disabilities; Children; Self Contained Classrooms; Sentences; Communication Disorders; Vocabulary; Language Impairments; Teacher Student Relationship; Interpersonal Communication; Elementary Schools; Sentence Structure + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Child; Kind; Kinder; Sentence analysis; Satzanalyse; Kommunikationsstörung; Wortschatz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kommunikation; Elementary school; Grundschule; Volksschule; Satzbau; Satzstruktur
Abstract	Teachers' instructional language is often described as key in facilitating the learning of children with disabilities. This article explored two teachers' instructional language as used in interactions with children with mild and severe language difficulties in one-on-one instructional sessions. The results showed that teachers used more declarative sentences to convey information with students with mild communication difficulties and more imperative sentences to express requests with students with severe communication difficulties. The language used across all students was mainly on the concrete level, with little opportunity to facilitate higher levels of cognitive activities. One teacher used longer sentences with a student with mild impairments than with a student with severe language difficulties. The most frequently used words reflected the use of core vocabulary in the classrooms. Implications and limitations of the study are discussed. [Note: The author and abstract found via the url is for another article and is incorrect.] (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01