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    Por favor, use este identificador para citar o enlazar este ítem:https://uvadoc.uva.es/handle/10324/67456

    Título
    The impact of COVID-19 on children with language developmental difficulties
    Autor
    Ayuso Lanchares, AlbaAutoridad UVA Orcid
    Ruiz Requies, InésAutoridad UVA Orcid
    Santiago Pardo, Rosa BelénAutoridad UVA
    Parejo Llanos, José LuisAutoridad UVA Orcid
    Año del Documento
    2024
    Editorial
    CONMMON GROUND
    Descripción
    Producción Científica
    Documento Fuente
    Ayuso-Lanchares, A., Ruiz-Requies, I., Santiago-Pardo, R.B. y Parejo, J.L. (2024). The Impact of COVID-19 on Children with Language Developmental Difficulties. The International Journal of Diversity in Education, 24 (1), 113-133
    Resumen
    Children with Delayed Language Onset (DLO) and Developmental Language Disorder (DLD) face challenges in terms of educational inclusion and language development. The COVID-19 pandemic and preventive measures have further exacerbated difficulties in the oral language development of these children, affecting their equal opportunities in the regular classroom. This study aims to (1) assess whether children with DLO and DLD are experiencing increased difficulties during the pandemic compared to before, and (2) understand the perspectives of families and speech therapists regarding the impact of COVID-19 on children’s language development and its consideration in the teaching-learning process. The study adopts a descriptive comparative methodology, employing mixed data collection through quantitative language tests and qualitative questionnaires. The quantitative results indicate differences in oral language abilities before and after the pandemic, with a notable increase in articulation difficulties, although these differences are not statistically significant. This finding aligns with the views of speech therapists and families who highlight the phonetic-phonological dimension as one of the most affected. Families and speech therapists also note that the use of masks and reduced opportunities for peer interaction hinder the improvement of these children and their educational inclusion. The study concludes that (a) there are no significant differences in language between the two groups, (b) families identify masks and limited social interaction as key limitations, and (c) conducting a prevalence study in the DLO and DLD population would support the implementation of Universal Design for Learning principles in educational settings.
    Materias (normalizadas)
    Educación
    Materias Unesco
    5802 Organización y Planificación de la Educación
    5802.04 Niveles y Temas de Educación
    6102.05 Patología del Lenguaje
    Palabras Clave
    Spoken language
    Language development
    COVID-19
    Childhood
    Language impairment
    ISSN
    2327-0020
    Revisión por pares
    SI
    DOI
    10.18848/2327-0020/CGP/v24i01/113-133
    Patrocinador
    MINECO/MICIU. Proyectos de I+D+i RETOS. RTI2018-097144-B-I00 y Junta de Castilla y León. Apoyo de los grupos de investigación reconocidos de universidades públicas de Castilla y León. VA005G19. PID 22-23
    Idioma
    spa
    URI
    https://uvadoc.uva.es/handle/10324/67456
    Tipo de versión
    info:eu-repo/semantics/publishedVersion
    Derechos
    openAccess
    Aparece en las colecciones
    • DEP54 - Artículos de revista [151]
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    0.30.The International Journal of Diversity In Education_2024.pdf
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    Descripción:
    The Impact of COVID-19 on Children with Language Developmental Difficulties
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    Universidad de Valladolid

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