As a practitioner dedicated to improving the communication skills of students with Speech, Language, and Communication Needs (SLCN), it's essential to stay informed about the latest research and evidence-based practices. A recent study titled Training Primary Grade Teachers to Organize Teacher-Student Communication to Support Students With Speech, Language and/or Communication Needs / Former les enseignants llmentaire organiser la communication enseignant-lve de faon soutenir les provides valuable insights on how to enhance teacher-student communication to better support students with SLCN.
This study, conducted in Sri Lanka, involved six primary grade teachers who, under the guidance of a consultant Speech-Language Pathologist (S-LP), practiced specific inclusive communication strategies while avoiding exclusionary ones. The action research approach used in the study consisted of two cycles, each with four phases: critical reflection, planning, action, and evaluation.
The key findings from this study highlighted several effective inclusionary communication practices:
- Giving single directions
- Praising student attempts to communicate
- Maintaining eye contact while addressing the student
- Assigning a communication buddy
- Rephrasing instructions
- Giving specific feedback
Conversely, the study identified exclusionary practices that should be avoided, such as providing negative evaluative remarks, using threats, ignoring student-initiated conversations, and rushing through explanations.
To implement these findings in your practice, consider the following steps:
- Self-Reflection: Regularly reflect on your communication practices and identify areas for improvement.
- Professional Development: Engage in continuous professional development to enhance your knowledge and skills related to inclusive communication.
- Collaborative Learning: Work with colleagues to share best practices and support each other in implementing inclusive strategies.
- Action Research: Conduct small-scale action research projects in your classroom to test and refine new communication strategies.
By adopting these strategies, you can create a more inclusive and supportive classroom environment for students with SLCN. For further reading, I encourage you to explore the original research paper: Training Primary Grade Teachers to Organize Teacher-Student Communication to Support Students With Speech, Language and/or Communication Needs / Former les enseignants llmentaire organiser la communication enseignant-lve de faon soutenir les.
