Disorders in oral and written language in elementary teachers' perception

Abstract: PURPOSE: to characterize the perception and the behavior of elementary school teachers when facing their students' difficulties regarding oral and written language. METHODS: this was a descriptive cross-sectional study that used a questionnaire of eight questions mixed. A hypothetical case that addressed development or change of oral or written language was presented in each question. Teachers responded on the perception and conduct referrals. RESULTS: the sample consisted of 48 teachers of elementary school, with an mean age of 40.3 years and years of teaching performance with an mean of 8.7 years. The analysis of the responses show that teachers have greater insight into disorders in oral language than written language. Regarding the conduct of referrals, the professional most cited reference was followed by the speech therapist and psychologist. CONCLUSIONS: teachers surveyed have a higher percentage of practical insight into the changes in fluency and phonology and little insight in written language. The difference between the responses of teachers questions of hypothetical changes in oral language and written language promotes quantitative subsidies that enable a reflection on the thematic development of training programs for teachers.