The Role of Teachers’ Knowledge of Speech and Language Disorders in Developing Inclusive Classroom Practices in Secondary Education

The study focuses on teacher knowledge of speech and language disorders and their implications for inclusive teaching practices in secondary school. The literature acknowledges the presence of students with communicative and interactive needs, who may find difficulty fully taking part in, participating with their classmates, interacting with their peers, expressing understanding and knowledge to the teacher and as result may find themselves on the periphery of a truly inclusive practice. This investigation explores the importance of teacher knowledge as an initial point upon which to not only identify but appropriately address communication and language impairments in the classroom to the diverse learning needs of the children and young people in secondary schools. This acknowledges that should teachers have sufficient knowledge how will this equip them to modify instruction, utilise precise and uncomplicated terminology with appropriate processing time, visual supports and checks for understanding along with developing the participation that leads to learning? What are the ways in which teacher knowledge can impact upon differentiation classroom participation the collaborative, supportive, encouraging inclusion classroom environment. In light of the investigation into previous research it became clear that that teacher knowledge is the enabling vehicle by which inclusion practices may actually become inclusive realties, despite knowledge itself may not always provide the panacea; self-efficacy, personal attributes, attitudes, the provision of opportunities for, in service training, resources and appropriate support will play an integral part, along with the close work between teacher and a visiting speech and language therapist for the benefit of the child and young person. In conclusion this investigation supports the idea that teacher training in understanding the impact of speech and language disorders and in enabling and in the construction of learning opportunities for students’ will empower the teacher. Along with this effective ongoing provision of resources, collaborative support networks with speech and language therapists will enhance the learning experiences for children and young people, in a supported inclusive inclusive classroom..The study focuses on teacher knowledge of speech and language disorders and their implications for inclusive teaching practices in secondary school. The literature acknowledges the presence of students with communicative and interactive needs, who may find difficulty fully taking part in, participating with their classmates, interacting with their peers, expressing understanding and knowledge to the teacher and as result may find themselves on the periphery of a truly inclusive practice. This investigation explores the importance of teacher knowledge as an initial point upon which to not only identify but appropriately address communication and language impairments in the classroom to the diverse learning needs of the children and young people in secondary schools. This acknowledges that should teachers have sufficient knowledge how will this equip them to modify instruction, utilise precise and uncomplicated terminology with appropriate processing time, visual supports and checks for understanding along with developing the participation that leads to learning? What are the ways in which teacher knowledge can impact upon differentiation classroom participation the collaborative, supportive, encouraging inclusion classroom environment. In light of the investigation into previous research it became clear that that teacher knowledge is the enabling vehicle by which inclusion practices may actually become inclusive realties, despite knowledge itself may not always provide the panacea; self-efficacy, personal attributes, attitudes, the provision of opportunities for, in service training, resources and appropriate support will play an integral part, along with the close work between teacher and a visiting speech and language therapist for the benefit of the child and young person. In conclusion this investigation supports the idea that teacher training in understanding the impact of speech and language disorders and in enabling and in the construction of learning opportunities for students’ will empower the teacher. Along with this effective ongoing provision of resources, collaborative support networks with speech and language therapists will enhance the learning experiences for children and young people, in a supported inclusive inclusive classroom..

Education

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