Communication disorders in the school: Perspectives on academic and social success an introduction
| Autor: | Karen L. Thatcher, Blair Decker, Kathryn L. Fletcher |
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| Rok vydání: | 2008 |
| Předmět: | |
| Zdroj: | Psychology in the Schools. 45:579-581 |
| ISSN: | 1520-6807 0033-3085 |
| DOI: | 10.1002/pits.20310 |
| Popis: | The critical role of communication in schools cannot be understated. Communication skills are a necessity both in the academic and social atmosphere of the school environment. Unfortunately, there are a large number of children in the schools today identified with speech and language disorders. This special edition of Psychology in the Schools examined issues that impact the academic and social functioning of such children. Several articles are focused on potential early intervention strategies or services surrounding literacy and social skills that may enhance the success of children with communication disorders and/or at risk for communication disorders (e.g., Chapman, Denning, & Jamison, 2008; Thatcher & Fletcher, 2008; van Kleeck, 2008). Two other articles tackle promising strategies that may be used in academic settings with children who stutter (Logan, Mullins, & Jones, 2008) or with children with cognitive impairments (Gillette & DePompei, 2008). Despite promising avenues of intervention and practice, there are also barriers to providing instruction to children with communication disorders in a regular classroom (Pufpaff, 2008). Each article provides insight into the importance of communication skills for academic and social success in the schools. The key to the success of children with or at risk for communication is for all school personnel to be aware of and proactive with children with communication disorders. C 2008 Wiley Periodicals, Inc. Thecriticalroleofcommunicationinschoolscannotbeunderstated.Communicationskillsarea necessitybothintheacademicandsocialatmosphereoftheschoolenvironment.Unfortunately,there are a large number of children in the schools today identified with speech and language disorders. AccordingtotheAmericanSpeech-Language-Hearing-Association(ASHA),thenumberofchildren ages 3‐21 receiving services under the Individuals with Disabilities Education Act (IDEA) in 2002 was more than 6,000,000 (ASHA, 2008). Of these children, more than 21% received services for speech and language disorders; this percentage does not include children who have communication problems secondary to other conditions. Children with communication disorders may experience difficulty with academic and social experiences in the school environment. Traditional intervention has addressed the communication disorder as an isolated issue, not accounting for the far-reaching effects that children may experience. However, many practitioners and researchers now understand the role of communication and its relationship to success in school (Blachman, 1984; Catts, 1993; Fey, Catts, & Larrivee, 1995; Lewis & Freebairn, 1992). This special issue of Psychology in the Schools was designed with the goal of addressing the needs of children identified with communication disorders in the schools through a multidisciplinary approach. Children with communication disorders may need the direct services of the speech-language pathologist (SLP), but there is a need for all professionals who work in the schools to understand the academic, social, and psychological issues that may accompany communication disorders. Literacy is obviously a critical skill for school success and lifelong success. Research demon |
| Databáze: | OpenAIRE |
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