Working with Children with Specific Communication Disorders. A Professional Development Programme for Teachers.
DOI:
https://doi.org/10.54322/kairaranga.v11i1.284Keywords:
classroom, language, professional development, specific communication disorder, teacherAbstract
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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Copyright (c) 2022 Michele Cunningham, Suzanne Purdy, Linda Hand
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