Supporting language development in Lebanese preschools: SLT and pre-KT practice and perception of roles.
Supporting language development in Lebanese preschools: SLT and pre-KT practice and perception of roles.
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支持黎巴嫩学前班的语言发展：SLT 和 Pre-KT 练习以及角色认知。
DOI：
10.1111/1460-6984.12576
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发表时间：
2020
影响因子：
2.4
通讯作者：
Kouba Hreich E
中科院分区：
文献类型：
--
作者：
Kouba Hreich E
言语和语言治疗师（slt）越来越多地参与以学校为基础的针对语言障碍儿童的干预。教师和语言辅助教师之间的合作对促进所有儿童的语言发展都是有益的。根据儿童的需要，这两组专业人员在提供语言支持方面发挥着不同但互补的作用。教师和外语教师之间的有效合作需要双方了解他们在学校中的角色和实践。然而，关于黎巴嫩学龄前儿童的语言支持实践和语言辅助教师在这些背景下的作用，人们知之甚少。目的(1)探索幼儿教师（pre - KTs）支持语言发展的观念和实践；(2)调查当前幼儿园特殊语言教学的实践情况；(3)了解前KTs和slt在黎巴嫩幼儿园中对slt角色的看法。方法与步骤采用定量方法，本研究报告了两份调查问卷的结果（一份针对KTs前，另一份针对SLTs），这两份调查问卷是在对学术文献的回顾和适应背景现实的基础上制定的。问卷由pre - KTs和slt通过在线调查以硬拷贝或软拷贝完成。结果和结果来自175所黎巴嫩幼儿园的1442名学龄前儿童中的1259名完成了问卷调查，来自黎巴嫩各地的391名小学教师中的200名完成了问卷调查。首先，研究结果表明，两个专业团体都认识到他们在支持语言发展方面的作用。其次，在有沟通需要的儿童的语言策略方面，报告的实践存在差异。特别是，据报道，pre - KTs很少针对有语言困难的儿童使用特定的语言策略，而slt报告说，他们在学校的实践仍然主要集中在有沟通需求的儿童身上。最后，对认知的分析显示，人们对特殊语言教师在预防所有儿童的沟通和语言障碍方面的作用缺乏认识。结论与意义本研究概述了黎巴嫩学龄前儿童对语言发展支持的认知和报道实践。大多数英语语言教师和前英语语言教师都承认他们在语言发展中的作用。然而，对特殊教育工作者在预防干预中所起作用的看法存在细微差异，这凸显了特殊教育工作者积极参与针对所有儿童的服务的必要性。未来的研究将探讨特殊语言教师如何开始重新定义他们在学龄前儿童干预中的作用。这将有助于更好地界定语言教师在教育环境中的角色和责任，并促进有效的专业合作。这篇论文说了什么关于这个主题我们已经知道的是老师和特殊语言教师之间的合作已经被证明对所有孩子的语言支持都是有益的。slt和pre - KTs看待彼此角色的方式可能会导致更有效的专业合作。黎巴嫩的语言辅助教师职业大约在20年前出现，但语言辅助教师仍在努力为他们在黎巴嫩幼儿园的实践范围定义一个框架，并提高他们对语言干预相关性的认识。研究结果表明，学龄前儿童和小学三年级学生在支持学前语言发展方面存在主要共识。然而，研究结果强调了对特殊语言障碍在预防交流、语言和读写障碍方面的作用的看法上的细微差异。
BackgroundSpeech and language therapists (SLTs) are increasingly engaging in school‐based interventions targeting children with language difficulties. Collaborative work between teachers and SLTs has shown to be beneficial in fostering language development in all children. Both groups of professionals have different but complementary roles in offering language support, according to children's needs. Effective collaboration between SLTs and teachers requires both parties to understand their roles and practices in schools. However, little is known about language support practices in Lebanese preschools and the roles of SLTs in these contexts.Aims(1) To explore the perceptions and reported practices among preschool teachers (pre‐KTs) to support language development; (2) to investigate the current practices of SLTs in preschools; and (3) to understand pre‐KTs’ and SLTs’ perceptions of the SLTs’ role in Lebanese preschools.Method & ProceduresUsing a quantitative method, the study reports the results of two questionnaires (one for pre‐KTs and one for SLTs) that were developed based on a review of the academic literature and adapted to the contextual realities. Questionnaires were completed in hard or soft copy by pre‐KTs and through an online survey by SLTs.Outcomes & ResultsThe questionnaires were completed by 1259 out of 1442 pre‐KTs from 175 Lebanese preschools, and by 200 out of 391 SLTs from across Lebanon. First, the findings show that both professional groups recognize they have a role in supporting language development. Second, differences in reported practices were identified regarding language strategies for children with communication needs. In particular, pre‐KTs reported less use of specific language strategies targeting children with language difficulties, while SLTs reported that their practices in schools remain primarily focused on children with communication needs. Finally, the analysis of perceptions showed a lack of acknowledgement of the SLTs’ role in the prevention of communication and language disorders among all children.Conclusions & ImplicationsThis study provides an overview of the perceptions and reported practices of language development support in Lebanese preschools. The majority of SLTs and pre‐KTs acknowledge their role in supporting language development. However, the slight differences in perceptions of SLT roles in prevention interventions highlight the necessity for SLTs to promote their active involvement in services targeting all children. Future research will investigate how SLTs are beginning to reconceptualize their role in intervention for preschool children. This will help to better define SLTs’ roles and responsibilities in educational settings and foster effective professional collaboration.What this paper addsWhat is already known on the subjectCollaboration between teachers and SLTs has been shown to be beneficial in supporting language among all children. The way SLTs and pre‐KTs view each other's roles could result in more effective professional collaboration. The SLT profession in Lebanon emerged about 20 years ago, yet SLTs are still struggling to define a framework for the scope of their practice in Lebanese preschools and to increase awareness of the relevance of their intervention in language.What this paper adds to existing knowledgeThe results revealed that there are major agreements between pre‐KTs and SLTs concerning the support of language development in preschools. However, the findings highlight slight differences in the perception of the SLTs’ role in the prevention of communication, language and literacy disorders in …
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DOI：
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发表时间：
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