Early Educational Inclusion and Language Component Development in Children with Speech and Language Deficits: A Comparative Study

Author(s): Sharon Mary Oommen

Abstract:

This study investigates the impact of early school inclusion on language development components in children with speech and language deficits aged 2.5 to 5 years. Using a comparative analysis between two groups-children who received early school placement plus language therapy and those who received only language therapy without school inclusion-this research examines outcomes across multiple language domains. Results indicate that early inclusion offers significant benefits for pragmatic language skills and vocabulary acquisition, while showing variable effects on syntax and morphology development. These findings suggest that structured peer interaction in educational settings may complement traditional language therapy interventions, particularly for social-communicative aspects of language development.

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Pages: 45-49     |    2 View     |    0 Download