The necessity for assessment and management of speech, language and communication needs to take account of cultural and multilingual diversity.

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Abstract

This paper argues for the need for a culturally responsive approach to the identification, assessment and intervention processes for multilingual children with speech, language and communication impairment. It highlights the potential for misdiagnosis and identifies the specific difficulties which may be evident and thus, potential indicators of language impairment as opposed to language difference. The paper critiques the standardised tests which are often used by therapists in the formal diagnosis process and argues that dynamic assessment offers the best potential for an accurate diagnosis.

Original languageEnglish
JournalInternational Journal of Learning, Teaching and Educational Research
Volume11
Issue number21
Early online date28 Feb 2017
Publication statusPublished - 28 Feb 2017

Keywords

  • inclusion
  • speech
  • language
  • communication

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