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dc.contributor.authorUllrich, Dieter
dc.contributor.authorUllrich, Katja
dc.contributor.authorMarten, Magret
dc.date.accessioned2017-08-18T02:05:47Z
dc.date.available2017-08-18T02:05:47Z
dc.date.issued2017-07-31
dc.identifier.citationUllrich, D., Ullrich, K., & Marten, M. (2017). IQ, non-cognitive and social-emotional parameters influencing education in speech- and language-impaired children. Cogent Education, 4(1). https://doi.org/10.1080/2331186x.2017.1357912en
dc.identifier.issn2331-186X
dc.identifier.urihttp://hdl.handle.net/2328/37424
dc.descriptionThis open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.en
dc.description.abstractSpeech-/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.en
dc.language.isoen
dc.publisherCogent OAen
dc.rights© 2017 The Author(sen
dc.subjectEducation Studies;en
dc.subjectInclusion and Special Educational Needsen
dc.subjectSchool Psychologyen
dc.subjectspeech-/language impairmenten
dc.subjectnon-cognitive skillsen
dc.subjectsocial-emotional skillsen
dc.subjectIQen
dc.subjectself-confidenceen
dc.subjectspecial needs school educationen
dc.titleIQ, non-cognitive and social-emotional parameters influencing education in speech- and languageimpaired childrenen
dc.typeArticleen
dc.identifier.doihttps://doi.org/10.1080/2331186X.2017.1357912en
dc.rights.holderThe Author(sen
dc.rights.licenseCC-BY


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