Hidden in plain sight: A qualitative exploration of teachers and children’s perspectives on supporting developmental language disorder in school

Abstract

BACKGROUND: Developmental language disorder (DLD) is a difficulty learning, understanding, and using spoken language with lifelong implications for education and well-being. Teachers play a key role in the identification of DLD, in referring children to speech and language therapy services, and in the delivery of supports in school. Research suggests that school staff may benefit from health promotion interventions to increase their awareness and understanding of the condition. OBJECTIVE: The aim of this study was to explore the awareness and understanding of teachers and children about DLD and how these needs can be met in school to inform the development of a locally- responsive health promotion DLD intervention. METHODS: Semi-structured interviews with children with DLD (n = 7), and focus groups were held with classroom teachers (n = 7) in schools serving populations of high socioeconomic need using a narrative inquiry approach. A framework analysis was undertaken using the International Classification of Functioning (ICF). RESULTS: Teachers reportedly continue to use a variety of diagnostic terms when describing DLD. All stakeholders discussed the importance of the teacher’s role in making the necessary classroom adjustments to enable children with DLD to achieve and participate. Children provided some practical suggestions regarding how their needs can be met in the classroom. CONCLUSIONS: The study findings highlight the important contextual insights that teachers and children can provide to inform the development of locally responsive, health promotion interventions aimed at increasing awareness, knowledge and actions related to DLD in school.