A Diagnostic Challenge: Language Difficulties and Hearing Impairment in a Secondary-School Student from a Non-English-Speaking Background

Autor/inn/en	Murphy, Judith; Dodd, Barbara
Titel	A Diagnostic Challenge: Language Difficulties and Hearing Impairment in a Secondary-School Student from a Non-English-Speaking Background
Quelle	In: Child Language Teaching and Therapy, 26 (2010) 3, S.207-220 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659009349977
Schlagwörter	Learning Problems; Speech Communication; Language Impairments; Hearing Impairments; Standardized Tests; Bilingualism; Adolescents; Case Studies; Foreign Countries; Vietnamese; English; Sino Tibetan Languages; Comparative Analysis; Evaluation Methods; Grade 2; Children; Assistive Technology; Australia; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Lernproblem; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Hearing impairment; Hörbehinderung; Standadised tests; Standardisierter Test; Bilingualismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Case study; Fallstudie; Case Study; Ausland; English language; Englisch; School year 02; 2. Schuljahr; Schuljahr 02; Child; Kind; Kinder; Australien
Abstract	Children who have sensory, cognitive or oromotor deficits, or come from a bilingual-speaking background are currently excluded from the diagnosis of specific language impairment (SLI). Emerging evidence, however, suggests that at least 7% of all children have language learning difficulties, irrespective of other diagnoses or language learning background. The aim of this study was to investigate the language abilities of an adolescent boy with pre-lingual, severe-profound hearing loss who comes from a non-English-speaking background. This student's performance on standardized tests is described and qualitative language analyses examine his impairment. His abilities are compared with that of a matched control. The language difficulty identified could not be attributed to either hearing impairment or non-English-speaking background. The student's data suggest the need to expand the concept of SLI to include children with other impairments and from different language backgrounds in order to provide equity of support services and access to the classroom curriculum. (Contains 5 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10