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ERIC Number: EJ1039530
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1368-2822
A Longitudinal Assessment of Early Childhood Education with Integrated Speech Therapy for Children with Significant Language Impairment in Germany
Ullrich, Dieter; Ullrich, Katja; Marten, Magret
International Journal of Language & Communication Disorders, v49 n5 p558-566 Sep-Oct 2014
Background: In Lower Saxony, Germany, pre-school children with language- and speech-deficits have the opportunity to access kindergartens with integrated language-/speech therapy prior to attending primary school, both regular or with integrated speech therapy. It is unknown whether these early childhood education treatments are helpful and effective. Aims: To determine the value of early language-/speech therapy treatment in combination with support of personality traits during the pre-school and primary school period on the long-term social and academic development of children with significant language-/speech delay. Methods and Procedures: We conducted prospective longitudinal case series, following the academic progress of 71 children after they had been discharged from a speech therapy kindergarten (STK) up to 19 years previously. Data collection included details on language/speech impairment, socio-economic factors, psycho-social skills and intelligence quotient. Results and Implications: At the end of the follow-up period, 58 children were attending secondary schools: 44 (76%) children attended a regular secondary school, whereas 14 (24%) children were enrolled in a school with special needs education. The results suggest that self-awareness and intelligence quotient in this study cohort correlated with later academic achievements. Conclusion and Implications: Kindergartens and primary schools which support curriculum-integrated language-/speech therapy and allow for different personality traits appear to improve longterm development and academic outcome of children with language-/speech impairment or delay.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany