Knowledge, attitudes and beliefs of the mainstream teachers of children with a preschool diagnosis of speech/language impairment
Knowledge, attitudes and beliefs of the mainstream teachers of children with a preschool diagnosis of speech/language impairment
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学前诊断言语/语言障碍儿童的主流教师的知识、态度和信念
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
J. Sadler
中科院分区：
文献类型：
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作者：
J. Sadler
研究表明，有几个因素会影响有特殊教育需要的儿童的入学。本文报告了对一组学龄前诊断为中度或重度言语/语言障碍儿童的接收班、一年级和二年级教师的培训、专业知识、信心、态度和信念进行问卷调查的结果。虽然教师对将有言语和语言障碍的儿童纳入主流的态度总体上是积极的，但他们中的许多人报告说，他们很少或根本没有接受过言语和语言障碍方面的培训，他们的知识主要是通过“实践”经验和书本获得的。总的来说，他们对满足这些学生的教育需要的能力的信心水平很低，而且并不总是有机制来确保专业人员之间分享关于他们的学生的信息，特别是当这些孩子第一次入学时。
Severalfactors have been shown to influence inclusion of children with special educational needs. This paper reports on findings from a questionnaire investigating training, specialist knowledge, confidence, attitudes and beliefs of the Reception class, Year 1, and Year 2 teachers of a cohort of children with a preschool diagnosis of moderate or severe speech/language impairment. While teacher attitudes to mainstream inclusion of children with speech and language difficulties were generally positive, many of them reported having little or no training on speech and language impairment, with knowledge acquired mainly through ‘hands on’ experience and books. Overall, levels of confidence in their ability to meet the educational needs of such pupils were low, and mechanisms were not always in place to ensure that information regarding their pupils was shared amongst professionals, particularly when these children entered schoolfor the first time.