La Trobe Rural Health School, La Trobe University, Bendigo, Australia.
School of Early Childhood and Inclusive Education, Queensland University of Technology, Brisbane, Australia.
Int J Speech Lang Pathol. 2020 Aug;22(4):425-434. doi: 10.1080/17549507.2019.1652343. Epub 2019 Aug 25.
Access to flexible learning programmes (FLPs) for students who have been excluded or diverted from mainstream school settings is increasing internationally. While still technically "engaged with education" such students face long-term vulnerability with respect to acquiring marketable employment skills post-school. Language and literacy skills are central to such training; hence, this study describes the oral language and reading comprehension profiles of a sample of flexible learning programmes (FLP) students. Fifty young people (mean age 16 years) enrolled in three FLPs in Victoria, Australia were assessed by a speech-language pathologist in order to profile their oral language and reading comprehension skills. Seventy-two percent of participants had oral language skills that placed them in an at-risk range on standardised measures, and 47.5% had reading comprehension ages of ≤12 years. A moderate significant association existed between oral language and reading comprehension skills. Language and reading comprehension difficulties are prevalent in this population and may be missed in the context of the mental health and adjustment difficulties experienced by this group, but are likely to be key to academic engagement and success. Speech-language pathology scope of practice needs to include FLP settings.
国际上，越来越多被主流学校排斥或转走的学生可以获得灵活学习项目（FLP）。虽然这些学生仍在接受“教育”，但他们在毕业后获得有市场价值的就业技能方面长期处于弱势地位。语言和读写能力是此类培训的核心；因此，本研究描述了一个灵活学习项目（FLP）学生样本的口语和阅读理解概况。在澳大利亚维多利亚州的三个 FLP 中，有 50 名年轻人（平均年龄 16 岁）接受了言语语言病理学家的评估，以了解他们的口语和阅读理解技能。72%的参与者的口语技能处于标准化评估的风险范围内，47.5%的参与者的阅读理解年龄为≤12 岁。口语和阅读理解技能之间存在中度显著关联。在这群人中，语言和阅读理解困难很普遍，可能会被忽视，因为他们还存在心理健康和适应困难等问题，但这些困难很可能是他们参与学术活动和取得成功的关键。言语语言病理学的实践范围需要包括 FLP 环境。
