A Relational Understanding of Language Impairment: Children’s Experiences in the Context of Their Social Worlds
Children’s experiences of language impairment (LI) were predominantly relational—they varied depending on the social situation and the attitudes and behaviours of others towards them.
Other people’s understandings and interpretations of children’s language behaviours varied widely.
Children’s experiences of agency were closely associated with emotional experience and participation in or withdrawal from situations.
Professional support for children with LI may be improved by targeting relationships between children and others rather than predominantly focusing on individuals’ impairments.
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