Are children and young people with additional learning needs at a systemic disadvantage regarding Welsh language opportunities?

IF 1 Q4 PSYCHOLOGY, EDUCATIONAL

Educational Psychology in Practice Pub Date : 2023-03-19 DOI:10.1080/02667363.2023.2186835

E. Davies

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引用次数: 0

Abstract

ABSTRACT This paper explores whether children and young people (CYP) with additional learning needs (ALN) are at a systemic disadvantage regarding Welsh language opportunities. Justification pertaining to why this should be on the radar of educational psychologists (EPs) in Wales is provided. Congruent with critical realism, quantitative and qualitative research is reviewed, examining micro, eco and macrosystems. A systemic lens illuminates the context and process factors that CYP with ALN and their families may encounter regarding Welsh language opportunities. This paper is informed by the bioecological Person Process Context Time (PPCT) model, and the Constructionist Model of Informed and Reasoned Action (COMOIRA). Limitations demarcating interpretation of identified issues are highlighted, without negating their significance. Implications for EPs are offered, contemplating their role in facilitating inclusion through supporting the development of greater cohesion between Welsh Government (WG) legislation (macrosystem), and the systemic realities of CYP with ALN in Wales.

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有额外学习需求的儿童和年轻人在威尔士语机会方面是否处于系统性劣势？

摘要本文探讨了有额外学习需求（ALN）的儿童和年轻人（CYP）在威尔士语机会方面是否处于系统性劣势。提供了威尔士教育心理学家关注这一点的理由。与批判现实主义相一致，对定量和定性研究进行了回顾，考察了微观、生态和宏观系统。系统的视角阐明了患有ALN的CYP及其家人在威尔士语机会方面可能遇到的背景和过程因素。本文采用了生物生态学的人-过程-语境-时间模型（PPCT）和知情合理行动的建构主义模型（COMOIRA）。强调了界定对已查明问题的解释的局限性，但不否定其重要性。提供了对EP的启示，思考了它们通过支持威尔士政府（WG）立法（宏观系统）与威尔士CYP与ALN的系统现实之间的更大凝聚力来促进包容性的作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychology in Practice PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.70

自引率

12.50%

发文量