Language Problem in Bangladeshi Children with Autism spectrum disorder : Observation through a Neurolinguistics Approach

Ferdous, Fahmida; Yasmeen, BH Nazma; Alam, Faruq; Chisty, Mahsukur Rahman; Kamal, Mohit; Ali, Jinnath Imtiaz

doi:10.3329/nimcj.v9i2.38910

Cited by 1 publication

(1 citation statement)

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“…teachers and parents training to develop special needs children's speech-language and communications. According to Ferdous et al (2018), "Language problem in children with ASD is an underattended problem in Bangladesh". Based on the results of their study on 10 children with autism in Bangladesh, they attempted to draw a baseline observation concerning language problems in children with autism.…”

Section: Speech and Hearing Disordersmentioning

confidence: 99%

Challenges of Students with Speech-Language and Communication Needs in Classroom Interactions at Bilingual Schools

Chaudhury¹,

Arju²

2021

JIML

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An ideal classroom must ensure active students' participation, participative teaching methodologies, the use of technological resources, and teachers’ positive attitudes towards disability. The National Education Policy 2010 attempted to address inclusive education and the implementation strategies of inclusion into the country’s existing education system. Children with specific speech-language and communication needs (SLCN) are frequently placed in mainstream schools with varying degrees of support yet little or almost no attention is paid to the children’s actual problems and their personal educational needs. Bangladesh is still considered a country where speech-language pathology services are not provided within schools, and many of the children's needs are not deemed to be severe enough to access other educational funding or support services. In this study, the authors explored some of the difficulties children with speechlanguage and communication needs face when learning language and interacting with peers in a classroom setting. The research applied a qualitative research method to investigate the learning and schooling experiences of the sample of children. Interviews were conducted with 36 participants including 10 selected children, their parents, and teachers to highlight the challenges of these children in school and the challenges and frustrations the families and teachers faced. An inductive reflective thematic analysis of the data identified sympathetic attitudes of the teachers and peers, equal opportunities for performance in the classroom discussions, guidance from trained teachers and language therapists, and most importantly the introduction of a personal improvement plan are all needed to create a positive environment for students with SLCN to participate in classroom interaction.

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Section: Speech and Hearing Disordersmentioning

confidence: 99%