Supplementary Files
Keywords
Intellectual Impairment
Special Education
Speech Language Disorders
How to Cite
Abstract
Objective: To explore the knowledge about speech and language disorders among special educators of Army schools in Pakistan in association with qualification and experience.
Methods: This cross-sectional descriptive study using convenience sampling was conducted at Isra Institute of Rehabilitation Sciences, Isra University from May to October 2017 and comprised of two phases. Phase 1 included the construction & pilot testing of a questionnaire utilizing a sample of N=20 educators and Phase 2 included the main study with N=100 educators of both genders from schools of Army Special Education Academy, Sir Syed School and College of Special Education and Aghosh Special Education Centre Kharian Cantonment. The sample educators included both genders, dealing with children with intellectual and hearing impairment. SPSS Version 20 was used for data analysis.
Results: To assess the knowledge of the educators, a specially structured questionnaire with Cronbach’s alpha reliability coefficient of 0.79 was applied to a sample with a mean age of 32.70±6.92 years with the majority of 85(85%) being female educators. The study revealed good knowledge of educators with a total mean score of 69.70±10.61 and a significant (p=0.000) association of knowledge of educators with the highest scores for those with Masters Qualification (73.15±7.68). However, no significant association between gender (p=0.151) and work experience of educators (p=0.093) was noted, though the scores were higher for educators with 11-15 years of experience.
Conclusion: The study concludes good knowledge of special educators about speech and language disorders with some red flags including the significant association of knowledge with qualification with master (special education) qualification presenting with a higher level of knowledge. However, work experience and gender did not reflect any significant association with the knowledge of educators.
Keywords: Hearing Impairment, Intellectual Impairment, Special Education, Speech Language Disorders
References
Bambaeeroo F, Shokrpour N. The impact of the teachers’ non-verbal communication on success in teaching. Journal of advances in medical education & professionalism. 2017 Apr;5(2):51.
Hatcher KD. K-5 Educators' Perceptions of the Role of Speech Language Pathologists (Doctoral dissertation, Walden University).
Glover A, McCormack J, Smith-Tamaray M. Collaboration between teachers and speech and language therapists: Services for primary school children with speech, language and communication needs. Child Language Teaching and Therapy. 2015 Oct;31(3):363-82.
Daniel GR, McLeod S. Children with speech sound disorders at school: Challenges for children, parents and teachers. Australian Journal of Teacher Education. 2017 Jan;42(2):81-101.
Vašíková J. Teacher as an Amateur Speech Therapist – Current Knowledge in the Field of Speech Therapy Prevention in Kindergartens. Acta Educationis Generalis. 2017;7(3). Doi: 10.1515/atd-2017-0029
Melo JKO, Teixeira CF, Queiroga BAM. Teachers’ knowledge on Educational Speech-Language-Hearing Pathology and the relevance of communication to learning. Rev. CEFAC. 2021;23(1):e6720. doi.10.1590/1982-0216/20212316720
Archibald L. SLP-educator classroom collaboration: A review to inform reason-based practice. Autism Dev. Lang. Impair. 2017;2. doi.10.1177/2396941516680369
Bambaeeroo F, Shokrpour N. The impact of the teachers’ non-verbal communication on success in teaching. Journal of advances in medical education & professionalism. 2017 Apr;5(2):51.
Lipkin PH, Okamoto J, Council on Children with Disabilities and Council on School Health, Norwood Jr KW, Adams RC, Brei TJ, Burke RT, Davis BE, Friedman SL, Houtrow AJ, Hyman SL. The individuals with disabilities education act (IDEA) for children with special educational needs. Pediatrics. 2015 Dec 1;136(6):e1650-62.
Lipkin PH, Okamoto J, Council on Children with Disabilities and Council on School Health, Norwood Jr KW, Adams RC, Brei TJ, Burke RT, Davis BE, Friedman SL, Houtrow AJ, Hyman SL. The individuals with disabilities education act (IDEA) for children with special educational needs. Pediatrics. 2015 Dec 1;136(6):e1650-62.
Darling-Hammond L, Flook L, Cook-Harvey C, Barron B, Osher D. Implications for educational practice of the science of learning and development. Applied developmental science. 2020 Apr 2;24(2):97-140.
Low HM, Lee LW, Che Ahmad A. Preparing special education pre-service teachers to address the speech, language and communication needs of students with ASD: a needs assessment. Speech, Language and Hearing. 2018 Jul 3;21(3):142-51.
Malik S, Mahmood M, Paracha AT, Faisal M. Prospective teachers’ attitude towards the improvement of their communication skills in Pakistan. Economics, Business and Management. 2017;11(3):279-98.
Kalsoom T, Batool T, Khalid M. Exploring the Effect of Academic Qualification on teachers’ Knowledge and Awareness regarding Autism at Primary Level. Journal of Accounting and Finance in Emerging Economies. 2020 Jun 30;6(2):509-17.
Owusu-Bempah J, Mahama S, Gadegbeku C, Owusu-Bempah A, Brobbey VW, Andam A. Heart and Mind in Conflict: Teaching Special Needs Children in a Developing Nation. Insights into Learning Disabilities. 2018;15(1):29-48.
Tahira M, Hassan A, Malik A, Yousuf MI. Teacher Education in Pakistan: Issues and Problems. Online Submission. 2020.
Musyoka MM, Gentry MA. Beyond Training: Supporting Teachers of Deaf Students with Additional Disabilities in the Classroom: A Qualitative Case Study. Journal of Curriculum and Teaching. 2020;9(2):33-46.
Tiwari S, John J. Special educators' knowledge and training on autism in Karnataka: A cross-sectional study. Indian journal of psychiatry. 2017 Jul;59(3):359.
Almethen MA. Saudi Special Education Teachers’knowledge, Skills, And Professional Development Needs Of Assistive Technology In The Classroom.2017.
Daniel GR, McLeod S. Children with speech sound disorders at school: Challenges for children, parents and teachers. Australian Journal of Teacher Education. 2017 Jan;42(2):81-101.
Zamani P, Hozeily E, Tahmasebi N, Ahmadi A, Moradi N. The effect of elementary school teachers’ knowledge of learning disabilities on referring afflicted students to speech therapy. Iranian Rehabilitation Journal. 2018 Dec 10;16(4):371-8.
Byrd DR, Alexander M. Investigating special education teachers’ knowledge and skills: Preparing general teacher preparation for professional development. Journal of Pedagogical Research. 2020 Apr 24;4(2):72-82.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright (c) 2023 Journal of Rawalpindi Medical College