Kinder mit sonderpädagogischem Förderbedarf Sprache in der Schule: Zusammenhänge zwischen ihrem (schrift-)sprachlichen Förderbedarf, ihrer Entwicklung sowie den schulischen Rahmenbedingungen.

In this article we present the results of a prospective panel study designed to analyze the development of speech-language-impaired children from varying educational backgrounds in Baden-Württemberg. The results reveal differences between schooling in inclusive versus separate settings with regard to emphases in the design of the education offering and of supporting activities. While special schools with focus on speech language impaired children often integrate supporting measures into the regular tuition (immanent support), individual or small group special tuition in addition to the regular tuition are more frequent in inclusive settings (additive support).The latter is meant to compensate for the shorter teaching time by special needs teachers with focus on children with speech-language-impairment at regular primary schools through providing additional support measures inside and outside of school. The choice of the support setting (separate/additive versus integrated/immanent) is also dependent on the identified support needs of the child. Phonetically-phonologically impaired children are preferably supported in a separate setting through additive measures, while children with vocabulary deficits are preferably supported in small groups or in regular class through immanent support. The presence of two tutors in class positively impacts the academic development of the child, irrespective of the type of schooling. [ABSTRACT FROM AUTHOR]