Students with DLD: Support and progress in school (Wallmann et al., 2025)
<p dir="ltr"><b>Purpose: </b>Provision of adequate support is much needed to secure equal educational opportunities for students with developmental language disorder (DLD). Important perspectives on support provision and its impact on academic progress are held by school...
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2025
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| _version_ | 1849927625357656064 |
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| author | Julia Wallmann (22593502) |
| author2 | Christina Samuelsson (22593505) Birgitta Sahlén (22593507) Christina Reuterskiöld (22593509) Olof Sandgren (22593510) Anna Ekström (22593519) |
| author2_role | author author author author author |
| author_facet | Julia Wallmann (22593502) Christina Samuelsson (22593505) Birgitta Sahlén (22593507) Christina Reuterskiöld (22593509) Olof Sandgren (22593510) Anna Ekström (22593519) |
| author_role | author |
| dc.creator.none.fl_str_mv | Julia Wallmann (22593502) Christina Samuelsson (22593505) Birgitta Sahlén (22593507) Christina Reuterskiöld (22593509) Olof Sandgren (22593510) Anna Ekström (22593519) |
| dc.date.none.fl_str_mv | 2025-11-25T19:46:12Z |
| dc.identifier.none.fl_str_mv | 10.23641/asha.30584123.v1 |
| dc.relation.none.fl_str_mv | https://figshare.com/articles/online resource/Students_with_DLD_Support_and_progress_in_school_Wallmann_et_al_2025_/30584123 |
| dc.rights.none.fl_str_mv | CC BY 4.0 info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | Teacher education and professional development of educators Child language acquisition key stakeholder views educational support academic progress students developmental language disorder school perspectives school professionals caregivers Swedish compulsory school speech-language pathologists reflexive thematic analysis language academic challenges support provision special education teacher |
| dc.title.none.fl_str_mv | Students with DLD: Support and progress in school (Wallmann et al., 2025) |
| dc.type.none.fl_str_mv | Text Online resource info:eu-repo/semantics/publishedVersion text |
| description | <p dir="ltr"><b>Purpose: </b>Provision of adequate support is much needed to secure equal educational opportunities for students with developmental language disorder (DLD). Important perspectives on support provision and its impact on academic progress are held by school professionals, caregivers, and students with DLD. This study sought to further the current knowledge on the perceived relation between educational support and academic progress for students with DLD by exploring key stakeholders’ experiences.</p><p dir="ltr"><b>Method:</b> The study was centered around three students with DLD in the latter part of Swedish compulsory school (aged 12–16 years). The students, their caregivers, teachers, members of the support staff, and school-based speech-language pathologists were organized in three clusters, each centered around one student with DLD. Based on individual semistructured interviews, the stakeholders’ perspectives were analyzed using reflexive thematic analysis.</p><p dir="ltr"><b>Results: </b>All stakeholders described educational support as crucial for the facilitation of the students’ academic progress. Despite similarities in support provision, the perceived relation between the support provided and the students’ academic progress varied in the three clusters. Our analysis is presented as three main themes, each constructed from stakeholder experiences in one cluster: (a) trade-off between student effort and achievement, (b) when support is not supportive, and (c) collaboration and targeted support have made great difference.</p><p dir="ltr"><b>Conclusions: </b>The results of this study emphasize the complexity of the relation between educational support and academic progress, showing that outcomes may differ considerably between educational contexts, despite similarities in support provision. The results suggest that the development of adequate support for students with DLD needs to include the perspectives of key stakeholders, particularly students themselves.</p><p dir="ltr"><b>Supplemental Material S1.</b> Topic guide.</p><p dir="ltr"><b>Supplemental Material S2.</b> Interview questions.</p><p dir="ltr">Wallmann, J., Samuelsson, C., Sahlén, B., Reuterskiöld, C., Sandgren, O., & Ekström, A. (2025). Key stakeholder views on educational support and academic progress for students with developmental language disorder. <i>Language, Speech, and Hearing Services in Schools</i>. Advance online publication. <a href="https://doi.org/10.1044/2025_LSHSS-25-00084" rel="noreferrer" target="_blank">https://doi.org/10.1044/2025_LSHSS-25-00084</a></p> |
| eu_rights_str_mv | openAccess |
| id | Manara_67509a147fe4758cbdb92d0e615921a1 |
| identifier_str_mv | 10.23641/asha.30584123.v1 |
| network_acronym_str | Manara |
| network_name_str | ManaraRepo |
| oai_identifier_str | oai:figshare.com:article/30584123 |
| publishDate | 2025 |
| repository.mail.fl_str_mv | |
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| repository_id_str | |
| rights_invalid_str_mv | CC BY 4.0 |
| spelling | Students with DLD: Support and progress in school (Wallmann et al., 2025)Julia Wallmann (22593502)Christina Samuelsson (22593505)Birgitta Sahlén (22593507)Christina Reuterskiöld (22593509)Olof Sandgren (22593510)Anna Ekström (22593519)Teacher education and professional development of educatorsChild language acquisitionkey stakeholderviewseducational supportacademic progressstudentsdevelopmental language disorderschoolperspectivesschool professionalscaregiversSwedish compulsory schoolspeech-language pathologistsreflexive thematic analysislanguageacademic challengessupport provisionspecial educationteacher<p dir="ltr"><b>Purpose: </b>Provision of adequate support is much needed to secure equal educational opportunities for students with developmental language disorder (DLD). Important perspectives on support provision and its impact on academic progress are held by school professionals, caregivers, and students with DLD. This study sought to further the current knowledge on the perceived relation between educational support and academic progress for students with DLD by exploring key stakeholders’ experiences.</p><p dir="ltr"><b>Method:</b> The study was centered around three students with DLD in the latter part of Swedish compulsory school (aged 12–16 years). The students, their caregivers, teachers, members of the support staff, and school-based speech-language pathologists were organized in three clusters, each centered around one student with DLD. Based on individual semistructured interviews, the stakeholders’ perspectives were analyzed using reflexive thematic analysis.</p><p dir="ltr"><b>Results: </b>All stakeholders described educational support as crucial for the facilitation of the students’ academic progress. Despite similarities in support provision, the perceived relation between the support provided and the students’ academic progress varied in the three clusters. Our analysis is presented as three main themes, each constructed from stakeholder experiences in one cluster: (a) trade-off between student effort and achievement, (b) when support is not supportive, and (c) collaboration and targeted support have made great difference.</p><p dir="ltr"><b>Conclusions: </b>The results of this study emphasize the complexity of the relation between educational support and academic progress, showing that outcomes may differ considerably between educational contexts, despite similarities in support provision. The results suggest that the development of adequate support for students with DLD needs to include the perspectives of key stakeholders, particularly students themselves.</p><p dir="ltr"><b>Supplemental Material S1.</b> Topic guide.</p><p dir="ltr"><b>Supplemental Material S2.</b> Interview questions.</p><p dir="ltr">Wallmann, J., Samuelsson, C., Sahlén, B., Reuterskiöld, C., Sandgren, O., & Ekström, A. (2025). Key stakeholder views on educational support and academic progress for students with developmental language disorder. <i>Language, Speech, and Hearing Services in Schools</i>. Advance online publication. <a href="https://doi.org/10.1044/2025_LSHSS-25-00084" rel="noreferrer" target="_blank">https://doi.org/10.1044/2025_LSHSS-25-00084</a></p>2025-11-25T19:46:12ZTextOnline resourceinfo:eu-repo/semantics/publishedVersiontext10.23641/asha.30584123.v1https://figshare.com/articles/online resource/Students_with_DLD_Support_and_progress_in_school_Wallmann_et_al_2025_/30584123CC BY 4.0info:eu-repo/semantics/openAccessoai:figshare.com:article/305841232025-11-25T19:46:12Z |
| spellingShingle | Students with DLD: Support and progress in school (Wallmann et al., 2025) Julia Wallmann (22593502) Teacher education and professional development of educators Child language acquisition key stakeholder views educational support academic progress students developmental language disorder school perspectives school professionals caregivers Swedish compulsory school speech-language pathologists reflexive thematic analysis language academic challenges support provision special education teacher |
| status_str | publishedVersion |
| title | Students with DLD: Support and progress in school (Wallmann et al., 2025) |
| title_full | Students with DLD: Support and progress in school (Wallmann et al., 2025) |
| title_fullStr | Students with DLD: Support and progress in school (Wallmann et al., 2025) |
| title_full_unstemmed | Students with DLD: Support and progress in school (Wallmann et al., 2025) |
| title_short | Students with DLD: Support and progress in school (Wallmann et al., 2025) |
| title_sort | Students with DLD: Support and progress in school (Wallmann et al., 2025) |
| topic | Teacher education and professional development of educators Child language acquisition key stakeholder views educational support academic progress students developmental language disorder school perspectives school professionals caregivers Swedish compulsory school speech-language pathologists reflexive thematic analysis language academic challenges support provision special education teacher |