Australian Preservice Teachers’ Knowledge and Perceptions of Developmental Language Disorder

Developmental Language Disorder (DLD) affects an estimated two in 30 school-aged children; teachers should therefore expect to teach children with DLD during their careers. Little is known, however, about pre-service primary teachers’ identification of DLD characteristics or the support of children with DLD in the classroom. This study explored the knowledge and perceptions regarding DLD of 154 Australian pre-service primary teachers in the final year of their degree. Responses to sixteen yes/no and Likert scale questions regarding DLD characteristics, identification, outcomes, and support provision were analysed. Participants’ knowledge of DLD characteristics and outcomes was generally low, however, most indicated that they could “definitely” or “probably” identify, and confidently support, a child with DLD. Results are discussed with a view to university programs’ preparation and enablement of pre-service teachers to support the educational needs of students with DLD.