Publicação

Teachers’ self-assessment regarding the teaching of students with a developmental language disorder

Ver documento

Detalhes bibliográficos
Resumo:In Norway, as in many other countries, developmental language disorders (DLDs) are a common challenge that greatly interferes with students’ educational progress. In this study, teachers’ assessed special educational needs (SEN) competence regarding DLDs was explored. Four hundred and thirty-three teachers working at dyslexia-friendly schools in Norway answered the questionnaire. The results indicated that assistive technology (AT), special needs education, and years of teaching are the determinants of teachers’ assessed SEN competence regarding DLDs. Furthermore, with regard to DLDs, female teachers displayed higher competence than their male counterparts. The role of AT is crucial; therefore, we suggest that AT should be implemented in teacher education programs and in the education of SEN teachers. We also recommend that student teachers develop both theoretical and practical special needs competence during teacher education programs.
Autores principais:Valle, Anne Marit
Outros Autores:Hanssen, Natallia Bahdanovich; Tverbakk, May Line Rotvik; Lagestad, Pål; Maroco, J. P.
Assunto:Developmental languagedisorder Inclusive education Special needs education Teachers’ assessed competence
Ano:2024
País:Portugal
Tipo de documento:artigo
Tipo de acesso:acesso aberto
Instituição associada:Ispa-Instituto Universitário
Idioma:inglês
Origem:Repositório do Ispa - Instituto Universitário

Registos relacionados

Registos relacionados