ACADEMIC PERFORMANCE AND PSYCHOLOGICAL DIFFICULTIES IN CHILDREN WITH SPEECH IMPAIRMENTS
Keywords:
Speech impairments, academic performance, psychological difficulties, children with disabilities, language development, educational inclusion, social-emotional well-being, intervention strategies, learning outcomes, communication disorders.Abstract
This study examines the relationship between academic performance and psychological difficulties in children with speech impairments. Children with speech difficulties often face challenges not only in communication but also in their overall learning process. Limited verbal expression can negatively influence literacy, comprehension, and classroom participation, which in turn affects academic achievement. Furthermore, psychological issues such as anxiety, low self-esteem, social withdrawal, and behavioral problems are frequently observed in children with speech impairments. The research highlights the need for early intervention, inclusive teaching strategies, and psychological support to promote both educational success and emotional well-being. Findings suggest that comprehensive support programs involving teachers, parents, and speech-language specialists play a crucial role in improving the academic and psychosocial outcomes of these children.
Downloads
References
Albiladi, W. S., & Alshareef, K. K. (2019). Blended learning in English teaching and learning: A review of the current literature. Journal of Language Teaching and Research, 10(2), 232–238. https://doi.org/10.17507/jltr.1002.03
Comas-Quinn, A. (2011). Learning to teach online or learning to become an online teacher: An exploration of teachers’ experiences in a blended learning course. ReCALL, 23(3), 218–232. https://doi.org/10.1017/S0958344011000152
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). San Francisco, CA: Pfeiffer.
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564–569. https://doi.org/10.1007/s11528-019-00375-5
Huang, R., Liu, D., Tlili, A., Knyazeva, S., Chang, T. W., Zhang, X., Burgos, D., Jemni, M., Zhang, M., & Holotescu, C. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335
Neumeier, P. (2005). A closer look at blended learning—parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17(2), 163–178. https://doi.org/10.1017/S0958344005000224
Porter, W. W., Graham, C. R., Spring, K. J., & Welch, K. R. (2016). Blended learning in higher education: Institutional adoption and implementation. Computers & Education, 99, 13–27. https://doi.org/10.1016/j.compedu.2016.03.001
Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning environment. ReCALL, 19(1), 57–78. https://doi.org/10.1017/S0958344007000511
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
All content published in the Journal of Applied Science and Social Science (JASSS) is protected by copyright. Authors retain the copyright to their work, and grant JASSS the right to publish the work under a Creative Commons Attribution License (CC BY). This license allows others to distribute, remix, adapt, and build upon the work, even commercially, as long as they credit the author(s) for the original creation.
