CHILDREN WITH LANGUAGE AND COMMUNICATION IMPAIRMENT IN THE SCHOOL ENVIRONMENT
CHILDREN WITH LANGUAGE AND COMMUNICATION IMPAIRMENT IN THE SCHOOL ENVIRONMENT

Summary/Abstract: The present study aims to explore the differences between children/preschool students with speaking disorders, and typically developed children, who exhibit no speaking disorders as far as their school teacher’s perceptions, the psychological age of language development, and the sociometric index and are concerned. The participants in the study were 120 children, 71 boys and 49 girls, aged 6 to 7 years (M = 6.48, SD = 0.52), 60 of which with speaking disorders, and 60 with no speaking disorders, selected from 11 educational institutions in Gorj county. 32 teachers who work directly with the investigated children have also taken part in the research. Findings from this investigation have provided support for the hypothesis that children with no speaking disorders have obtained significantly higher scores in comparison with those with speaking disorders, with reference to their school teacher’s perceptions, the psychological age of language development and the sociometric index in their peer group.

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