IQ, non-cognitive and social-emotional parameters influencing education in speech- and languageimpaired children

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Ullrich, Dieter
Ullrich, Katja
Marten, Magret
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Cogent OA
Speech-/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.
This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Education Studies;, Inclusion and Special Educational Needs, School Psychology, speech-/language impairment, non-cognitive skills, social-emotional skills, IQ, self-confidence, special needs school education
Ullrich, 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).