"It feels a little like fumbling in the dark" – teachers' experiences of working with students with developmental language disorder in Swedish mainstream middle school and high school.
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| Title: | "It feels a little like fumbling in the dark" – teachers' experiences of working with students with developmental language disorder in Swedish mainstream middle school and high school. |
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| Authors: | Chepngeno, Mercy1 (AUTHOR), Joyce, Ellen1 (AUTHOR), York, Alana1 (AUTHOR), Sandgren, Olof2 (AUTHOR), Ekström, Anna1 (AUTHOR) anna.ekstrom@liu.se |
| Source: | Scandinavian Journal of Educational Research. Apr2026, Vol. 70 Issue 3, p704-720. 17p. |
| Subject Terms: | *Language disorders, *Secondary education, *Focus groups, *Teacher education, *Teacher attitudes, *Learning disabilities, *Special needs students |
| Abstract: | Developmental language disorder (DLD) affects around 7.5 percent of students. The risks of DLD for reduced educational progress are well documented but teachers often do not feel adequately prepared to support this student group. This study aims to broaden the understanding of teachers' experiences of working with students with DLD in Swedish mainstream secondary schools. Five focus group interviews with teachers from 17 municipalities were conducted and the analysis resulted in four main perspectives. DLD was described as a complex disorder that is challenging to understand and notice in the classroom. The teachers expressed concern for the educational and social development of students with DLD but at the same time reported feeling unprepared to support this student group. Without adequate knowledge teachers cannot be expected to provide appropriate support for students with DLD. The results indicate a need to give priority to this student-group in teacher-education and the allocation of resources within secondary schools. [ABSTRACT FROM AUTHOR] |
| Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Developmental language disorder (DLD) affects around 7.5 percent of students. The risks of DLD for reduced educational progress are well documented but teachers often do not feel adequately prepared to support this student group. This study aims to broaden the understanding of teachers' experiences of working with students with DLD in Swedish mainstream secondary schools. Five focus group interviews with teachers from 17 municipalities were conducted and the analysis resulted in four main perspectives. DLD was described as a complex disorder that is challenging to understand and notice in the classroom. The teachers expressed concern for the educational and social development of students with DLD but at the same time reported feeling unprepared to support this student group. Without adequate knowledge teachers cannot be expected to provide appropriate support for students with DLD. The results indicate a need to give priority to this student-group in teacher-education and the allocation of resources within secondary schools. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2506386 |
