School task feedback
Chapter three: Introductory level
Task reminder
As you watch the video clip, consider the following questions:
What issues emerge about the school experiences of these young people?
What impact do you think the young peoples’ language disorder may have had on their school experiences?
In retrospect, could the school experiences of these young people been improved? If so, what may have facilitated more positive school experiences for these young people?
You may wish to compare your observations and thoughts to the feedback below. This feedback is based on our observations and thoughts, and is not necessarily a ‘correct’ answer. Your own observations are very important and will reflect your own learning and experiences.
Feedback
What issues emerge about the school experiences of these young people?
In the video clip, some young people mentioned a perceived lack of support in mainstream education settings. Some young people also mentioned understanding: both not understanding themselves but also not being understood. Bullying is also an issue which reoccurred in the interviews with the young people. The young people mentioned a sense of ‘not fitting in’, alongside being bullied physically and verbally.
Some young people talked positively about attending schools offering specialist provision: they report receiving appropriate support and understanding through this provision; some report learning achievements such as GCSEs. Phrases like ‘I could slot in’ are used, and friendships are highlighted.
What impact do you think speech, language and communication needs may have had on their school experiences?
Young people with language disorder are often considered to have difficulties in the following areas:
Accessing new information in school.
Understanding instructions and direction in the classroom.
Learning new vocabulary quickly.
Adapting their communication appropriately, for example talking differently with teachers, head teachers, and friends. They may also find it difficult to adapt their communication in relation to the curriculum, eg creative stories versus generating scientific hypotheses.
Processing information quickly.
Putting their thoughts into words.
Explaining their ideas.
Contributing quickly and appropriately to class discussions and team work.
Young people with language disorder also sometimes have associated literacy difficulties, which affect reading, writing and spelling. In secondary school, the shift from ‘learning to read’ to ‘reading to learn’ can mean that these young people fall further and further behind with their learning.
Bullying, and making friends, are complex processes and depend on a range of factors. Certainly, not all young people with language disorder are bullied. However, research suggests that young people with language disorder are at an increased risk of experiencing bullying. This may be because:
Young people find it more difficult to report bullying or verbally respond to bullying.
Verbal bullying may be difficult for the young person to understand.
Difficulties with understanding social communication (eg how to start a conversation, maintain a topic within a conversation, managing interruptions) may lead to difficulties with interactions with others.
Young people may seem ‘different’ to their peers due to their impairments and the effect on learning in school.
In retrospect, could the school experiences of these young people been improved? If so, what may have facilitated more positive school experiences for these young people?
Earlier identification of the needs of these young people at school and support may have facilitated more positive experiences; this could include the following:
Establishing a system so that all teaching staff understand a young person’s individual strengths and difficulties.
Regularly sharing information between teaching staff, family and the young person.
Monitoring understanding of instructions. Difficulties with understanding are often missed within busy classroom environments.
Encouraging young people to say when they don’t understand.
Establishing an effective buddying system for all students.
In terms of bullying, the following may help:
Develop a clear understanding of what bullying is and how this varies with perspective - working with all young people.
Work on emotional vocabulary - discuss what bullying feels like.
Involve young people in an anti-bullying approach.
Empower bystanders so that they can intervene in bullying.