Specific Language Impairment and Language Delay: A Study on Enrollment in Language Schools in Chile

Authors

DOI:

https://doi.org/10.15359/ree.27-1.14581

Keywords:

Language Impairment, language delay, kindergarten, special education

Abstract

Introduction. Specific language impairment (SLI) and language delay (LD) are two different diagnostic categories presenting similarities at early ages. Objective. To determine trends and levels of significance of enrollment by gender over 14 years, using statistical information published by the Ministry of Education of Chile. Method. This research is a quantitative, exploratory study that analyzes the enrollment in language schools (n = 66) of boys and girls diagnosed with specific language impairment (SLI) in Maule, Chile. The study compares the enrollment trend with previous evidence described on the prevalence of both SLI and LD. Mann-Kendall’s tau test is used for the statistical analysis. In addition, a principal component analysis (PCA) is performed. Results. A significant trend (p < 0.05) is shown in the enrollment of children diagnosed with SLI in 22 schools analyzed. Fourteen are positive, and eight are negative. Enrollment of girls shows that significant trends are verified in 26 schools, where 23 are positive and 3 are negative over time. Discussion. Trends found in the enrollment of students diagnosed with SLI indicate that girls with RL are being incorporated into special language schools, and not only students with SLI. This finding would have implications for the identification, diagnosis, and educational support for students who present early difficulties in acquiring and progressing their language skills.

 

 

Author Biographies

Maribel Granada-Azcárraga, Universidad Católica del Maule

Maribel Granada Azcarraga 

Graduated as a teacher of Differential Education with a specialization in Hearing and Language from the Metropolitan University of Education Sciences of Chile. She obtained her doctorate in Philosophy and Educational Sciences at the Complutense University of Madrid. She is currently professor in the Department of Educational Diversity and Inclusivity of the Faculty of Educational Sciences. Universidad Católica del Maule and member of the Research Center in Education for Social Justice, CIEJUS.

Francisca Cáceres-Zúñiga, Universidad Católica del Maule

Graduated as a professor of Special and Differentiated Education at the Pontificia Universidad Católica de Chile. She obtained her doctorate in Human Sciences in Discourse and Culture at the Austral University of Chile. She is currently an instructor professor in the Department of Educational Diversity and Inclusiveness of the Faculty of Education Sciences at the Universidad Católica del Maule and a member of the Research Center in Education for Social Justice.

María Pomés-Correa, Universidad Católica del Maule

Graduated as a professor of Special and Differentiated Education at the Pontificia Universidad Católica de Chile. She earned her Ph.D. in Early Intervention from the University of Oregon. She is currently an professor in the Department of Educational Diversity and Inclusivity of the Faculty of Education Sciences of the Universidad Católica del Maule and a member of the Research Center in Education for Social Justice, CIEJUS.

Alfredo Ibáñez-Córdova, Universidad de Talca

Alfredo Ibáñez Córdova

Forest Engineer graduated from the University of Talca. He has participated in various publications, such as: Sangüesa et al. (2018), identified the temporal variation of the concentration of rainfall. In Unesco (2019), they verified that plantations stabilize basins and in Pizarro et al. (2020) discover that forests improve watershed conditions, currently he is working at the Technological Center of Environmental Hydrology of the University of Talca.

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Published

2023-01-01

How to Cite

Specific Language Impairment and Language Delay: A Study on Enrollment in Language Schools in Chile (M. Granada-Azcárraga, F. Cáceres-Zúñiga, M. Pomés-Correa, & A. Ibáñez-Córdova , Trans.). (2023). Revista Electrónica Educare, 27(1), 1-23. https://doi.org/10.15359/ree.27-1.14581

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Section

Journal Articles (Peer Reviewed Section)

How to Cite

Specific Language Impairment and Language Delay: A Study on Enrollment in Language Schools in Chile (M. Granada-Azcárraga, F. Cáceres-Zúñiga, M. Pomés-Correa, & A. Ibáñez-Córdova , Trans.). (2023). Revista Electrónica Educare, 27(1), 1-23. https://doi.org/10.15359/ree.27-1.14581

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