Flash Forward is a show about possible (and not so possible) future scenarios. What would the warranty on a sex robot look like? How would diplomacy work if we couldn’t lie? Could there ever be a fecal transplant black market? (Complicated, it wouldn’t, and yes, respectively, in case you’re curious.) Hosted and produced by award winning science journalist Rose Eveleth, each episode combines audio drama and journalism to go deep on potential tomorrows, and uncovers what those futures might re ...
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Contenuto fornito da Audioboom, The Association for Child, and Adolescent Mental Health. Tutti i contenuti dei podcast, inclusi episodi, grafica e descrizioni dei podcast, vengono caricati e forniti direttamente da Audioboom, The Association for Child, and Adolescent Mental Health o dal partner della piattaforma podcast. Se ritieni che qualcuno stia utilizzando la tua opera protetta da copyright senza la tua autorizzazione, puoi seguire la procedura descritta qui https://it.player.fm/legal.
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Special Educational Needs (SEN) Provision and Academic Outcomes: Exploring the Impact of Teacher Reported Language Difficulties at School Entry
Manage episode 463395654 series 2086164
Contenuto fornito da Audioboom, The Association for Child, and Adolescent Mental Health. Tutti i contenuti dei podcast, inclusi episodi, grafica e descrizioni dei podcast, vengono caricati e forniti direttamente da Audioboom, The Association for Child, and Adolescent Mental Health o dal partner della piattaforma podcast. Se ritieni che qualcuno stia utilizzando la tua opera protetta da copyright senza la tua autorizzazione, puoi seguire la procedura descritta qui https://it.player.fm/legal.
DOI: 10.13056/acamh.13665
In this Papers Podcast, Dr. Sarah Griffiths discusses her co-authored JCPP Advances paper ‘Special educational needs provision and academic outcomes for children with teacher reported language difficulties at school entry’. There is an overview of the paper, methodology, key findings, and implications for practice.
Learning Objectives
1. Definition of Developmental Language Disorder and other language difficulties, as well as insight into the Surrey Communication and Language in Education Study (SCALES).
2. Context around the English education system and insight into when the identification of various types of difficulties typically starts to happen.
3. The types of Special Educational Needs (SEN) that children might be identified as having during the Primary years at school and the need to distinguish between children who have language impairments and other children who have English as an additional language.
4. The relationship between teacher reported language difficulties at school entry and academic performance at key assessment points throughout primary school.
5. For children with teacher-reported language difficulties at school entry, what predicts receipt of special education provision during primary school?
In this Papers Podcast, Dr. Sarah Griffiths discusses her co-authored JCPP Advances paper ‘Special educational needs provision and academic outcomes for children with teacher reported language difficulties at school entry’. There is an overview of the paper, methodology, key findings, and implications for practice.
Learning Objectives
1. Definition of Developmental Language Disorder and other language difficulties, as well as insight into the Surrey Communication and Language in Education Study (SCALES).
2. Context around the English education system and insight into when the identification of various types of difficulties typically starts to happen.
3. The types of Special Educational Needs (SEN) that children might be identified as having during the Primary years at school and the need to distinguish between children who have language impairments and other children who have English as an additional language.
4. The relationship between teacher reported language difficulties at school entry and academic performance at key assessment points throughout primary school.
5. For children with teacher-reported language difficulties at school entry, what predicts receipt of special education provision during primary school?
326 episodi
Manage episode 463395654 series 2086164
Contenuto fornito da Audioboom, The Association for Child, and Adolescent Mental Health. Tutti i contenuti dei podcast, inclusi episodi, grafica e descrizioni dei podcast, vengono caricati e forniti direttamente da Audioboom, The Association for Child, and Adolescent Mental Health o dal partner della piattaforma podcast. Se ritieni che qualcuno stia utilizzando la tua opera protetta da copyright senza la tua autorizzazione, puoi seguire la procedura descritta qui https://it.player.fm/legal.
DOI: 10.13056/acamh.13665
In this Papers Podcast, Dr. Sarah Griffiths discusses her co-authored JCPP Advances paper ‘Special educational needs provision and academic outcomes for children with teacher reported language difficulties at school entry’. There is an overview of the paper, methodology, key findings, and implications for practice.
Learning Objectives
1. Definition of Developmental Language Disorder and other language difficulties, as well as insight into the Surrey Communication and Language in Education Study (SCALES).
2. Context around the English education system and insight into when the identification of various types of difficulties typically starts to happen.
3. The types of Special Educational Needs (SEN) that children might be identified as having during the Primary years at school and the need to distinguish between children who have language impairments and other children who have English as an additional language.
4. The relationship between teacher reported language difficulties at school entry and academic performance at key assessment points throughout primary school.
5. For children with teacher-reported language difficulties at school entry, what predicts receipt of special education provision during primary school?
In this Papers Podcast, Dr. Sarah Griffiths discusses her co-authored JCPP Advances paper ‘Special educational needs provision and academic outcomes for children with teacher reported language difficulties at school entry’. There is an overview of the paper, methodology, key findings, and implications for practice.
Learning Objectives
1. Definition of Developmental Language Disorder and other language difficulties, as well as insight into the Surrey Communication and Language in Education Study (SCALES).
2. Context around the English education system and insight into when the identification of various types of difficulties typically starts to happen.
3. The types of Special Educational Needs (SEN) that children might be identified as having during the Primary years at school and the need to distinguish between children who have language impairments and other children who have English as an additional language.
4. The relationship between teacher reported language difficulties at school entry and academic performance at key assessment points throughout primary school.
5. For children with teacher-reported language difficulties at school entry, what predicts receipt of special education provision during primary school?
326 episodi
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