Jaedene Glasby

Meeting the needs of teachers: What teachers know and want to know about Developmental Language Disorder

Developmental Language Disorder is a common, yet complex and hidden disorder.  This leads to it being commonly ‘missed, misinterpreted and misunderstood’ (Communication Trust, 2017).  The impacts of a Developmental Language Disorder are profound and far reaching, particularly when it is unrecognised and unaddressed.  These impacts affect behavioural development, social emotional wellbeing, friendships and relationships,  literacy learning, academic attainment, independence and employment. For students with a Developmental Language Disorder the challenges of school are significant, as language is the currency for learning and socialising.  For teachers of students with a Developmental Language Disorder, the challenges are equally significant.  They are charged with providing access to learning for these students on the same basis as their peers, in what is typically a fast-paced, language-loaded, literacy-laden environment.  The success with which teachers can effectively include students with Developmental Language Disorders has the potential to alter, not only their success at school, but also their life trajectory.  This project aims to understand what it is teachers know about Developmental Language Disorder and what they feel they want or need to know, in order to facilitate effective inclusion and learning for this cohort of students.  It is anticipated that understanding current teacher knowledge and desired knowledge about Developmental Language Disorders is a crucial first step in assisting teachers to accurately recognise and effectively address the learning requirements of these students.

Principal Supervisor: Prof Linda Graham

Associate Supervisor: Prof Suzanne Carrington