ANALYSIS OF COMMUNICATIONAL DIFFERENCES OF PRIMARY SCHOOL STUDENTS WITH SPEECH AND LANGUAGE DISABILITY
Abstract
The communicational differences of primary school students with language and speech disabilities were examined in this study. In the study where a nested single case design was used, interviews were conducted with 28 teacher and 35 students. The open-ended questionnaire form and semi-structured interview form developed by the researcher were used in the study. The open-ended questionnaire form was applied to the students, and the semi-structured interview form was applied to the teachers. The data obtained in the study was subjected to content analysis. As a result of the research, it was seen that primary school children encounter different problems (delayed speech, voice disorders, articulation, etc.) depending on their grade level. Students mostly use written communication in their communication processes. Students often feel alone in the communication process. They solve communication problems by getting support from teachers and families. The teacher also tries to solve the communication problems of the student's language and speech disabilities by using various activities in the learning process.
Keywords
Communication, communicative differences, disability, language barrier, speech barrier.
Ethical Statement
Research permissions were obtained from two institutions. The first permission was obtained from the Ethics Committee of Siirt University Rectorate with session number 950. The other permission was obtained from the Research Application Permissions Application and Evaluation Module of the Ministry of National Education of the Republic of Turkey with the application number MEB.TT.2024.003806. The author declares that they have no conflict of interest.
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