Investigating the impact of impairment and barriers experienced by students with language and/or attentional difficulties
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Description
Students with language and/or attentional difficulties are present in all classrooms, but evidence indicates they are poorly identified and supported. Reasonable adjustments are a legislative requirement, but these are often generic and fail to address instructional barriers. Students are uniquely placed to report on the pedagogical implications of language and/or attentional difficulties, however, little research has connected standardised assessment data to the classroom impacts of impairment as experienced by students. In this paper, we report on 59 students with language and/or attentional difficulties participating in a study aimed at improving students’ classroom experiences, engagement and academic achievement through accessible assessment and inclusive practice. We draw on standardised assessment and interview data to investigate similarities/differences in students’ language and/or attention profiles, and/or in what students’ wish their teachers knew about them and how they learn. Finally, we present a rationale for whole-class, accessible teaching practices as the foundation for classroom instruction.
Impact and interest:
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ID Code: | 244996 | ||||||
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Item Type: | Contribution to Journal (Journal Article) | ||||||
Refereed: | Yes | ||||||
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Additional Information: | Funding: This research was partially supported by the Australian Government through the Australian Research Council’s Linkage Projects funding scheme (LP180100830). Haley Tancredi is a doctoral candidate from QUT’s Centre for Inclusive Education and recipient of a QUT Postgraduate Research Award scholarship. | ||||||
Measurements or Duration: | 22 pages | ||||||
Keywords: | Attention Deficit Hyperactivity Disorder, Developmental Language Disorder (DLD), instructional barriers, inclusive education | ||||||
DOI: | 10.1080/19404158.2023.2285270 | ||||||
ISSN: | 1940-4158 | ||||||
Pure ID: | 151742674 | ||||||
Divisions: | Current > Research Centres > Centre for Inclusive Education Current > QUT Faculties and Divisions > Faculty of Creative Industries, Education & Social Justice Current > Schools > School of Early Childhood & Inclusive Education |
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Copyright Owner: | 2023 The Authors | ||||||
Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||||||
Deposited On: | 06 Dec 2023 02:20 | ||||||
Last Modified: | 19 Jul 2024 17:03 |
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