Working with Children with Specific Communication Disorders. A Professional Development Programme for Teachers.

Authors

  • Michele Cunningham University of Auckland
  • Suzanne Purdy University of Auckland
  • Linda Hand University of Auckland

DOI:

https://doi.org/10.54322/kairaranga.v11i1.284

Keywords:

classroom, language, professional development, specific communication disorder, teacher

Abstract

Primary teacher training programmes in New Zealand do not provide training about specific communication disorders (SCDs), despite prevalence of SCDs of approximately 7%. This pilot study investigated the effectiveness of a three-hour professional development (PD) programme for a specialised group of primary teachers, Special Education Needs Coordinators (SENCOs), around working with children with SCDs in the classroom. Six SENCOs from different schools participated. Effectiveness was measured using a pre-test/post-test within-subjects design. Outcome measures were (1) a knowledge questionnaire and (2) a videoed interaction with a new-entrant child. SENCOs increased the specificity of responses to open questions and improved their scores on closed questions, with a significant improvement in knowledge about characteristics of the children. Eleven strategies were counted in the videoed interactions; seven improved and two deteriorated. SENCOs reported satisfaction with programme content and length. Additional research is recommended to further develop the PD programme into an effective resource for classroom teachers.

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Published

01-01-2010

Issue

Section

Vol 11 Iss 1

How to Cite

Working with Children with Specific Communication Disorders. A Professional Development Programme for Teachers. (2010). Kairaranga, 11(1), 15-21. https://doi.org/10.54322/kairaranga.v11i1.284