Ullrich Dieter, Ullrich Katja, Marten Magret
Medical Practice, Wedemark, Germany.
Int J Lang Commun Disord. 2014 Sep-Oct;49(5):558-66. doi: 10.1111/1460-6984.12092. Epub 2014 Jun 17.
In Lower Saxony, Germany, pre-school children with language- and speech-deficits have the opportunity to access kindergartens with integrated language-/speech therapy prior to attending primary school, both regular or with integrated speech therapy. It is unknown whether these early childhood education treatments are helpful and effective.
To determine the value of early language-/speech therapy treatment in combination with support of personality traits during the pre-school and primary school period on the long-term social and academic development of children with significant language-/speech delay.
METHODS & PROCEDURES: We conducted prospective longitudinal case series, following the academic progress of 71 children after they had been discharged from a speech therapy kindergarten (STK) up to 19 years previously. Data collection included details on language/speech impairment, socio-economic factors, psycho-social skills and intelligence quotient.
RESULTS & IMPLICATIONS: At the end of the follow-up period, 58 children were attending secondary schools: 44 (76%) children attended a regular secondary school, whereas 14 (24%) children were enrolled in a school with special needs education. The results suggest that self-awareness and intelligence quotient in this study cohort correlated with later academic achievements.
CONCLUSION & IMPLICATIONS: Kindergartens and primary schools which support curriculum-integrated language-/speech therapy and allow for different personality traits appear to improve longterm development and academic outcome of children with language-/speech impairment or delay.
在德国下萨克森州，有语言和言语缺陷的学龄前儿童在进入小学之前，有机会进入提供综合语言/言语治疗的幼儿园，包括普通幼儿园或提供综合言语治疗的幼儿园。尚不清楚这些幼儿教育治疗是否有帮助且有效。
确定在学前和小学阶段，早期语言/言语治疗结合个性特质支持对有严重语言/言语延迟儿童的长期社会和学业发展的价值。
我们进行了前瞻性纵向病例系列研究，追踪了71名儿童自19年前从言语治疗幼儿园（STK）毕业后的学业进展。数据收集包括语言/言语障碍、社会经济因素、心理社会技能和智商的详细信息。
在随访期结束时，58名儿童进入了中学：44名（76%）儿童进入了普通中学，而14名（24%）儿童就读于有特殊需求教育的学校。结果表明，本研究队列中的自我意识和智商与后期学业成绩相关。
支持课程整合语言/言语治疗并允许不同个性特质发展的幼儿园和小学，似乎能改善有语言/言语障碍或延迟儿童的长期发展和学业成果。
