IQ, non-cognitive and social-emotional parameters influencing education in speech- and language-impaired children
Speech-/language-impaired (SL)-children face problems in school and later life. The significance of “non-cognitive, social-emotional skills” (NCSES) in these children is often underestimated. Aim: Present study of affected SL-children was assessed to analyse the influence of NCSES for long-term scho...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2017-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2017.1357912 |
| _version_ | 1797705710653407232 |
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| author | Dieter Ullrich Katja Ullrich Magret Marten |
| author_facet | Dieter Ullrich Katja Ullrich Magret Marten |
| author_sort | Dieter Ullrich |
| collection | DOAJ |
| description | Speech-/language-impaired (SL)-children face problems in school and later life. The significance of “non-cognitive, social-emotional skills” (NCSES) in these children is often underestimated. Aim: Present study of affected SL-children was assessed to analyse the influence of NCSES for long-term school education. Methods: Nineteen severely SL-impaired children (7 girls, 12 boys) from a specialised kindergarten were followed; follow-up period: Up to 12 years; the different skills or parameters were known. Results: Fourteen children visited successfully a regular secondary school (RS), five children a “school focussing on learning problems” (SFL). SL-differences between the children attending RS and SFL were small; differences in “IQ” and “self-confidence” were significant, smaller differences were observed concerning “skills at crafts/construction” and “auditory-visual perception”. Summary: Although the study group is small, results give evidence that beside SL- and “cognitive” skills “non-cognitive, social-emotional skills” are of major importance for long-term school education of SL-impaired children. These soft skills seem to be particularly important for “special need children” with SL-impairment. |
| first_indexed | 2024-03-12T05:41:24Z |
| format | Article |
| id | doaj.art-498293afcfca4dba9d8ad37df6360e7a |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T05:41:24Z |
| publishDate | 2017-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-498293afcfca4dba9d8ad37df6360e7a2023-09-03T06:01:39ZengTaylor & Francis GroupCogent Education2331-186X2017-01-014110.1080/2331186X.2017.13579121357912IQ, non-cognitive and social-emotional parameters influencing education in speech- and language-impaired childrenDieter Ullrich0Katja Ullrich1Magret Marten2 Sprachheilkindergarten, Wedemarkstrasse 83, 30900 Wedemark, Germany Flinders University Sprachheilkindergarten (Kindergarten, Focussing on Speech-Language Impaired Children), An der Autobahn 2, 30851 Langenhagen, Germany Speech-/language-impaired (SL)-children face problems in school and later life. The significance of “non-cognitive, social-emotional skills” (NCSES) in these children is often underestimated. Aim: Present study of affected SL-children was assessed to analyse the influence of NCSES for long-term school education. Methods: Nineteen severely SL-impaired children (7 girls, 12 boys) from a specialised kindergarten were followed; follow-up period: Up to 12 years; the different skills or parameters were known. Results: Fourteen children visited successfully a regular secondary school (RS), five children a “school focussing on learning problems” (SFL). SL-differences between the children attending RS and SFL were small; differences in “IQ” and “self-confidence” were significant, smaller differences were observed concerning “skills at crafts/construction” and “auditory-visual perception”. Summary: Although the study group is small, results give evidence that beside SL- and “cognitive” skills “non-cognitive, social-emotional skills” are of major importance for long-term school education of SL-impaired children. These soft skills seem to be particularly important for “special need children” with SL-impairment.http://dx.doi.org/10.1080/2331186X.2017.1357912speech-/language impairmentnon-cognitive skillssocial-emotional skillsiqself-confidencespecial needs school education |
| spellingShingle | Dieter Ullrich Katja Ullrich Magret Marten IQ, non-cognitive and social-emotional parameters influencing education in speech- and language-impaired children Cogent Education speech-/language impairment non-cognitive skills social-emotional skills iq self-confidence special needs school education |
| title | IQ, non-cognitive and social-emotional parameters influencing education in speech- and language-impaired children |
| title_full | IQ, non-cognitive and social-emotional parameters influencing education in speech- and language-impaired children |
| title_fullStr | IQ, non-cognitive and social-emotional parameters influencing education in speech- and language-impaired children |
| title_full_unstemmed | IQ, non-cognitive and social-emotional parameters influencing education in speech- and language-impaired children |
| title_short | IQ, non-cognitive and social-emotional parameters influencing education in speech- and language-impaired children |
| title_sort | iq non cognitive and social emotional parameters influencing education in speech and language impaired children |
| topic | speech-/language impairment non-cognitive skills social-emotional skills iq self-confidence special needs school education |
| url | http://dx.doi.org/10.1080/2331186X.2017.1357912 |
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