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Direct linkTim DeLuca; Katharine M. Radville; Danika L. Pfeiffer; Tiffany Hogan – Journal of Speech, Language, and Hearing Research, 2025
Purpose: Interprofessional practice requires regular communication between professionals from different disciplines using shared terminology. Within schools, many professionals are tasked with supporting children with language disorders, namely, developmental language disorder (DLD) and/or dyslexia. Limited information exists as to (a) how…
Descriptors: Developmental Disabilities, Dyslexia, Language Impairments, Students with Disabilities
Download full textStephanie M. Devine; Cynthia C. Massey; Kathryn L. Haughney; Akintomide Adebile – Journal of the Scholarship of Teaching and Learning, 2024
Preservice teachers often have low post-school expectations for students with intellectual and developmental disabilities (IDD), although the stated goal of special education is to increase those very outcomes. However, setting high expectations and learning the accompanying soft skills is a complex skill set to include in special education…
Descriptors: Preservice Teachers, Student Attitudes, Intellectual Disability, Developmental Disabilities
