Factors that affect teachers' perceptions of ccildren's speech and language disorders

Postgraduate Thesis uoadl:1667986 633 Read counter

Unit:
Κατεύθυνση Λογοθεραπεία - Συμβουλευτική
Βιβλιοθήκη Δημοτικής Εκπαίδευσης
Deposit date:
2017-06-14
Year:
2017
Author:
Giourga Eleni
Supervisors info:
Τρίμμης Νικόλαος, αναπληρωτής καθηγητής, Τμήμα Λογοθεραπείας Πάτρας
Μαγουλά Ευγενία, αναπληρώτρια καθηγήτρια, Π.Τ.Δ.Ε, ΕΚΠΑ
Πολυχρονοπούλου Σταρούλα, ομότιμη καθηγήτρια,Π.Τ.Δ.Ε, ΕΚΠΑ
Original Title:
Παράγοντες που επηρεάζουν την κατανόηση των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης για διαταραχές λόγου και ομιλίας σε παιδιά
Languages:
Greek
Translated title:
Factors that affect teachers' perceptions of ccildren's speech and language disorders
Summary:
The last few decades, speech and language disorders have been the focus of the Greek Educational System. A plethora of students are diagnosed with speech disorders during primary education; a fact that has attracted the attention of education professionals. Broad changes in education, and especially in learning models, have shaped a new ground in educational practice. Relevant literature points that there is a significant dependency between the attitude and knowledge of practitioners in education, and the integration of children with speech and language disorders in the broader school environment. Thus, only well-informed education professionals, who are able to identify children with early signs of speech and language disorders, can support them, and provide the necessary assistance. However, many factors can restrain teachers from understanding speech and language disorders. The aim of the present study is to identify those factors.
The most important factors that influence how educational professionals understand speech and language disorders were identified with the use of a Likert-scaled survey, that was distributed to 164 primary-education teachers that work in the Attica region of Greece. Results show that education is the most significant factor, with those professionals that have some academic background to this matter, having a deeper understanding of the subject as well as of the acceptable interventions. Second, no correlation was established between understanding the problem and various demographics, such as gender or age. However, it is important to note that young professionals seem, on some occasions, to have a somewhat more positive attitude towards children with speech and language disorders, probably due to the fact that they have received their university degrees not long ago, and thus being exposed to more recent scientific findings. Hence, this study stresses the importance of academic and continuous education of teachers throughout their careers, in order for them to be better equipped on indentifying, understanding, and eventually assisting children with speech and language disorders.
Main subject category:
Special education
Other subject categories:
Special education
Keywords:
Key-words: language, speech, disorders, teachers, factors, understanding, children
Index:
Yes
Number of index pages:
3
Contains images:
Yes
Number of references:
131
Number of pages:
144
File:
File access is restricted only to the intranet of UoA.

εργασία διπλωματική_Γιούργα_Ελένη_.pdf
2 MB
File access is restricted only to the intranet of UoA.