Our most recent study evaluates the academic performance of school children with Developmental Language Disorder (DLD) and/or reading difficulties (RD) to determine the effectiveness of inclusive education measures in enhancing learning outcomes. The research analyzed the academic histories of 103 students (26 with DLD, 36 with RD, and 41 with typical development; TD) from 10 schools in the Balearic Islands, evaluated for inclusivity using the ACADI questionnaire.
Results showed no significant correlations between academic grades and inclusivity scores for the DLD and TD groups. However, three inclusivity indicators correlated with academic performance in the RD group. Despite some positive trends, inclusive measures seem to partially benefit students with RD but not those with DLD. The study highlights the need for ongoing efforts to support students with DLD in inclusive educational settings.
Reference
Aguilar-Mediavilla, E., Valera-Pozo, M., Buil-Legaz, L., Guirado-Moreno, J. L., & Adrover-Roig, D. (2024). Eficacia de las prácticas inclusivas para compensar los resultados académicos de escolares con dificultades del lenguaje oral y escrito. Revista de Logopedia, Foniatría y Audiología, 44(4), https://doi.org/10.1016/j.rlfa.2024.100500