Teacher Educational Decision Making for Children With Specific Language Impairment.
Teresa M GirolamoMabel L RiceClaire M SelinChien J WangPublished in: American journal of speech-language pathology (2022)
Findings show that teachers were sensitive to the language-based needs of children with SLI and elected to provide in-class intervention. Future work is needed to understand how workplace characteristics, including opportunities for interprofessional collaboration, and the heterogeneity of children with SLI, inform teacher educational decision making.