Teacher and Peer Speech in Inclusion Classrooms: Malleable Factors Affecting Language Outcomes for Children with Disabilities

GET STARTED
1
Request Info
2
Visit
3
Apply
GET STARTED
1
Request Info
2
Visit
3
Apply

Teacher and Peer Speech in Inclusion Classrooms: Malleable Factors Affecting Language Outcomes for Children with Disabilities. National Center for Special Education Research, Institute of Education Sciences Award # R324A180203, 7/01/2018-6/30/2022, $1,399,735. Co-Investigator. Principal Investigator: Daniel Messinger.

The purpose of this project is to leverage innovative technologies to understand the role of teacher and peer speech in the language development and social relationships of preschool children with disabilities served in inclusive preschool classrooms. Malleable factors include teacher vocal turn-taking with children, and peer speech exposure during social contact. The project uses real-time objective measurement of language in context to investigate the impact of these factors on children’s growth in receptive and expressive language and peer interactions. Classrooms that include children with autism spectrum disorder will be compared to classrooms including children with other disabilities or identified language delays.