Speech-Language Pathologists' Knowledge and Self-Perception of Preparedness to Diagnose and Service English Language Learners

• In Event: Poster Session 6
  In Poster Session: Special Education Research SIG: Research in Special Education

Abstract

Since multi-faceted, complex variables influence the diagnosis of disorders and disabilities in ELLs (Kapantzoglou, Restrepo, & Thompson, 2012), this study was conducted to determine the extent to which speech-language pathologists (SLPs) have the necessary knowledge, skillset and self-efficacy to assess and provide appropriate services to ELLs with diagnosed or suspected speech or language disorders. A comprehensive mixed-methods approach was taken to explore SLPs’ knowledge of (a) assessment, (b) intervention, (c) differentiation of disorders from language differences, and (d) the influence of L1 (native language) on L2 (English as a second or additional language) as well as their beliefs and self-perceptions of their own knowledge and readiness to offer appropriate identification and service provision for ELLs.

Authors

• Audrey Cohan, Molloy College

• Andrea M. Honigsfeld, Molloy College

• Barbara Schmidt, Molloy College