Teachers' responses to children with severe learning difficulties: integrated versus segregated settings

Abstract

The present study aimed to investigate the linguistic environment provided by teachers for children with severe learning difficulties. Teachers' responses to three normal ability pupils and five children with severe learning difficulties were examined in segregated and integrated nursery settings. Results revealed similarities in the distribution of teachers' responses between the normal ability pupils and the severe learning difficulty pupils in integrated settings. Children with severe learning difficulties were responded to differently in segregated settings. The implications of these results for the conversational development of children with severe learning difficulties are discussed.