Le présent projet vise à mieux comprendre les difficultés reliées à l’acquisition de la coréférence chez les enfants francophones présentant un trouble développemental du langage (TDL) et à déterminer les différents facteurs influençant son acquisition et sa maitrise. La définition actuelle du TDL indique qu’il s’agit d’une difficulté du langage oral qui affecte à la fois la compréhension et l’expression. Il s’agit d’un trouble neurodéveloppemental caractérisé par des retards développementaux très variables dans une ou plusieurs sphères langagières. Deux théories sont vues en détail : la théorie de la complexité des structures syntaxiques (van der Lely et Stollwerck, 1997) et la théorie du déficit de la mémoire de travail (Montgomery et Evans, 2009). La première propose que les difficultés d’utilisation de la coréférence soient dues à la représentation innée de la syntaxe qui serait immature pour les enfants TDL et, en particulier, le principe B qui ne serait pas acquis. En revanche, Montgomery et Evans soutiennent que cette difficulté de compréhension et d’utilisation provient d’une limitation quant à la mémoire de travail plus précisément avec l’allocation et la capacité des ressources attentionnelles. Nous concluons que les différents facteurs influençant l’acquisition de la coréférence chez les enfants ayant un TDL sont les suivants : premièrement, l’enfant doit posséder les connaissances lexicales et sémantiques reliées aux pronoms et aux anaphores ; deuxièmement, l’enfant doit acquérir des connaissances syntaxiques afin de connaitre les antécédents possibles pour les pronoms et les anaphores ainsi que les règles les reliant. Finalement, la mémoire de travail et l’allocation et la capacité des ressources mentales jouent un rôle important dans la résolution des anaphores. Il est donc clair, selon nous, que les théories ne sont pas totalement suffisantes pour expliquer les troubles de la coréférence, mais qu’elles permettent d’expliquer en partie d’autres types de problèmes qui sont nécessaires pour la résolution de l’anaphore. La résolution des anaphores est un phénomène important surtout chez les enfants francophones puisqu’il s’agirait d’un marqueur clinique du trouble en français. / This project aims to understand the difficulties related to the acquisition of coreference of French speaking children with developmental language disorder (DLD) and to determine the various factors influencing its acquisition and mastery. The current definition of DLD indicates that it is a spoken language difficulty that affects both comprehension and expression. It is a neurodevelopmental disorder characterized by highly variable developmental delays in one or more language spheres. Two theories are seen in detail: the computational grammatical complexity (CGC) hypothesis (van der Lely and Stollwerck, 1997) and the working memory–based account (Montgomery and Evans, 2009). The CGC theory proposes that the difficulties of using coreference are due to the innate representation of the syntax which would be immature for DLD children and particularly the principle B which would not be acquired. In contrast, Montgomery and Evans argue that this difficulty in understanding and using anaphoras stems from a limitation in working memory and specifically with the allocation and capacity of attentional resources. Different factors influencing the acquisition of coreference in children with are discussed. First, the child must have lexical and semantic knowledge related to pronouns and anaphoras. Second, the child must acquire syntactic knowledge in order to know the possible antecedents for pronouns and anaphoras as well as the rules connecting them. Finally, working memory and the allocation and capacity of mental resources play an important role in the resolution of anaphoras. It is thus clear, according to us, that the theories are not totally sufficient to explain the deficit in coreference, but they partly explain other types of problems which are necessary for the resolution of the anaphora. The resolution of anaphoras is an important phenomenon for a good understanding of developmental language disorder, especially in French speaking children, since it is a clinical marker of the disorder in French.

Studiens syfte är att ge en bild av grundskollärares uppfattningar av deras arbete med flerspråkiga elever med språkstörning. Utgångspunkten i studien är frågeställningarna: Hur uppfattar grundskollärare begreppen språkstörning och flerspråkighet? Vilka kunskaper och resurser uppfattar grundskollärare att de behöver för att kunna tillgodose flerspråkiga elever med språkstörning i undervisningen? Hur uppfattar grundskollärare att de anpassar sin undervisning så att flerspråkiga elever med språkstörning tillgodoses i undervisningen? Studien utgick från ett sociokulturellt perspektiv. I studien användes en kvalitativ, fenomenografisk metodansats. Datainsamlingen bestod av fenomenografiska intervjuer med åtta grundskollärare med erfarenhet av att undervisa flerspråkiga elever med språkstörning. I resultatet presenterades de kategorier som utgör den fenomenografiska metodansatsens utfallsram. Språkstörning uppfattades i uttalanden om impressiva och expressiva svårigheter, talsvårigheter, komorbiditet, att diagnosen är icke-språkspecifik samt att den upplevs som relativt ny och svårtolkad berördes också. Flerspråkighet uppfattades utifrån att det rör flera aktiva språk, behärskning av flera språk och att det ses som en värdefull resurs, kopplat till värderingar. Informanterna uppfattar ett behov av kunskaper inom språkstörning, flerspråkighet och andraspråksinlärning, ämnen och strategier, IKT och hjälpmedel, relationer samt test- och kartläggningsmaterial. Likväl uppfattades ett behov av personella och materiella resurser, flerspråkigt stöd, SVA-satsningar samt anpassade lokaler. Multimodalt lärande, ord- och begreppsförklaringar, kollaborativt lärande, hjälpmedel, förenklingar, rutiner samt grupperingar uppfattades som viktiga anpassningar för att tillgodose flerspråkiga elever med språkstörning. Resultatet tyder på att informanterna uppfattade språkstörning som svårdefinierat och något som ger problem inom olika språkliga domäner. Informanternas uppfattningar av undervisningen av flerspråkiga elever med språkstörning är förenliga med ett sociokulturellt perspektiv på lärande samt att kunskaper inom en rad områden och kompetenta resurser ses som viktiga för lärares arbete. Kunskap om språkstörning i kombination med flerspråkighet utgör förutsättningar om lärare ska kunna göra anpassningar som stöttar flerspråkiga elever med språkstörning i sin språk- och kunskapsutveckling.

Historically, social communication approaches to intervention for children with developmental language disorders (DLD) have been limited. However, several recent studies have shown that these interventions can produce positive changes in children with DLD. One weakness that children with DLD demonstrate is the production of words to express emotion. This thesis evaluates the effectiveness of a story-based social communication intervention to increase the production of emotion words in three elementary school-age children diagnosed with DLD. Data were collected and analyzed in pre-treatment baseline sessions, throughout the intervention, and in post-treatment follow-up data for the seven target emotion word categories of happiness, surprise, fear, anger, sadness, disgust, and contempt. The specific targeted emotion word categories were determined based on individual participants limited proficiency during baseline sessions. Thus, the emotions targeted were unique to each child. Intervention consisted of 40 intervention sessions using a combination of storybook therapeutic strategies (e.g., story enactment, story sharing, and modeling by the clinician to help increase the child's emotion understanding) as well as emotion recognition and emotion inferencing tasks. Each participants data were analyzed and presented in figures. The percentage of non-overlapping data (PND) was used in data analysis, quantifying how successful the intervention was for each of the targeted emotions. While the target emotion word categories varied between participants, all of the children showed improvement in the targeted emotions. While the intervention was more effective for some children than others, all increased in their ability to use the target emotion words more accurately as a result of participating in intervention.

<p dir="ltr">The goal of the study was to investigate vowel accuracy in preschoolers with and without speech sound disorders (SSD) on nonword repetition tasks. Children ages 4 and 5 years completed a battery of speech and language measures, as well as two nonword repetition tasks, the Syllable Repetition Task (SRT) and the Nonword Repetition Task (NRT). A total of 41 children participated in the study divided among 3 groups: 14 children with typical speech and language skills (TD), 14 children with isolated speech sound disorders (SSD-only), and 13 children with SSD and comorbid Developmental Language Disorder (SSD+DLD). Ultimately, it appears that children with SSD+DLD make more vowel errors on the Nonword Repetition Task, and that vowel accuracy on nonword repetition tasks and phonological awareness may share underlying mechanisms.</p>

The aim of the present study is to examine how schools organize the work with and for pupils with language disorder.  Further, it aims to find which role the Special Educational Needs Coordinator (SENCO) and principal, respectively may have in the work with the pupils and give an insight into what knowledge about Developmental Language Disorder (DLD) personnel in schools have. The background of the study is that knowledge about DLD begins to diffuse at schools in Sweden today, but there is still a great deal of ignorance about what the diagnosis entails and how to work inclusive with these students in the classroom. The study was conducted with a qualitative method, semi-structured interviews with six special needs coordinators and five principals. The theoretical framework consist of Etienne Wenger’s Social theory of learning and the analysis was performed through a thematic content analysis. The results of the study indicate that none of the schools in the study have a particular organization for pupils with DLD. Half of the informants argue that they would like increased collaboration with speech therapists. The collaboration with guardians is another area that needs to improve in the schools. Enterprise in relation to engagement is most prominent in the schools, according to the analysis based on Wenger’s social theory of learning. All informants recognize gaps of knowledge regarding the definition of DLD, and how to work with pupils with the disability. Further education on the subject was requested by all informants.

Die Studie verfolgte das Ziel, die Zusammenhänge zwischen einer unzureichenden grammatischen Entwicklung und den Fähigkeiten Texte zu verstehen, aufzudecken. Hierfür wurden in 3 Experimenten zum Verstehen und Verwenden von satzübergreifenden pronominalen Bezügen und Konnektoren (Konjunktionen & Adverbien) querschnittliche und längsschnittliche Daten von Kindern mit eine spezifischen Sprachentwicklungsstörung (SSES), von typisch entwickelten Kindern des gleichen chronologischen Alters und von Kindern des gleichen Sprachentwicklungsalters erhoben. Insgesamt wurden 120 Kinder mit einer Altersspanne von 3;0 – 10;11 Jahren getestet. Es wurde untersucht, ob Kinder mit einer SSES die grammatischen Voraussetzungen mitbringen, Kohäsionsmittel zu verstehen oder einzubinden. Die wesentliche Grundlage bot die Minimal Default Grammar – Annahme (Penner & Roeper, 1998), die besagt, dass Kinder mit einer SSES in einem Zwischenstadium der grammatischen Entwicklung stagnieren. Diese konnte in der vorliegenden Studie bestätigt werden. In Experiment 1 wurde das Verständnis intersententialer Pronomen in nichtkanonischen Sätzen untersucht. Diese Leistung wurde zum einen mit kanonischen Sätzen mit Pronomen im Nominativ im Vorfeld und zum anderen mit adverbinitialen Sätzen mit Pronomen sowohl im Nominativ als auch im Akkusativ im Vor-und Mittelfeld verglichen. In Experiment 2 wurde das Verständnis der Konjunktionen weil und aber untersucht, welche die die grammatischen Positionen Vorvor- und Vorfeld besetzen. Schließlich wurde in Experiment 3 die Produktion von referentiellen und relationalen Kohäsionsmitteln in Erzählungen untersucht. Hierfür wurden von jedem Kind vier Geschichten hinsichtlich der Verwendung von Pronomen und Konnektoren in sämtlichen grammatischen Positionen analysiert. Die Ergebnisse zeigten hochsignifikante Gruppenunterschiede zwischen Kindern der SSES-Gruppe und beiden Kontrollgruppen (SSES < EA p < .001; SSES < CA p < .001). Die Leistungen unterschieden sich qualitativ und quantitativ. Kohäsionsmittel konnten von Kindern mit SSES weder verstanden noch aktiv verwendet werden. Dabei konnte ein enger Zusammenhang zwischen der grammatischen Entwicklung und der Verfügbarkeit von Kohäsionsmitteln nachgewiesen werden. / The availability of cohesive means in children with developmental language disorder. The aim of the study was to disentangle the interrelation between deficits in the grammatical development and the ability to understand texts. In 3 experiments the comprehension and production of intersentential pronoun resolution as well as connectives were assessed. A large cohort of n= 120 with n= 40 children with specific language impairment (SLI/DLD) (age of 3;0 to 10;11 years) was compared to control groups with chronological age matched and language age matched children. There were cross-sectional and longitudinal data collected. The main question was: Do children with DLD have the preconditions to understand intersentential pronoun resolution and connectives in discourse? Most of the theoretical background was provided by the Minimal Default Grammar – Hypothesis (Penner & Roeper, 1998). The framework postulates that children with DLD adhere to an interim grammar without CP- shell. So the account predicts a considerable deficit at the level or the syntax-discourse interface. In experiment 1 the comprehension of intersentential pronoun resolution in noncanonical clauses was tested and compared with the performance in canonical and adverb initial clauses. In experiment 2 the children had to judge the truth of the sentences with weil and aber. The connective weil is syntactically embedded within the matrix clause. The connectiv aber however is syntactically nonembedded within the sentences, it introduces a co-ordinate clause. Finally in experiment 3 the children tell stories. The focus of the analyses was on the production of referential and relational devices in all syntactical positions. The results show highly significant differences between the performance of the DLD group as compared to the control groups (SSES < EA p < .001; SSES < CA p < .001). Grammatically impaired children neither understand nor use referential and relational cohesive devices within the CP-position. Strong correlations were found between the grammatical development of the children and the availability of cohesive means.

Det här är en uppsats som undersöker hur man kan underlätta och anpassa för elever med språkstörning i ämnet slöjd. Skolor har börjat uppmärksamma språkstörning mer, men okunskapen är fortfarande stor. I mina undersökningar har jag tittat på vad slöjdlärare känner att de saknar för att kunna ge eleverna det stöd de behöver, vad föräldrar önskar att deras barn får för hjälp i slöjden, samt vad specialpedagoger och speciallärare rekommenderar att lärare kan göra i undervisningen med elever med språkstörning. Det har resulterat i att lärare har behov av mer kunskap, mer stöd och mer tid i sin interaktion med elever med språkstörning. Eftersom man kan säga att språkstörning ligger på ett brett spektrum eftersom det finns så många olika inriktningar behöver man kunna individanpassa till varje elev för det finns inte ett färdigt koncept som fungerar för alla även om man med visuellt stöd kan gagna de flesta elever. / This is an essay that investigates how to make the sloyd subject more managable for students with a developmental language disorder (communication disorder). Schools have started to observe developmental language disorders more, but the lack of knowledge is still substantial. In my research I have looked at what teachers feel that they lack in order to provide these students with the support they need, what type of assistance parents would like see, and recommendations from special needs teachers. This research concludes that teachers need more knowledge, support and additional time in their interaction with students with developmental language disorders. Because there is a broad spectrum of developmental language disorders, you need to make individual adjustments because there is not a ready made concept that will work for everyone even though visual support will assist all students, not just those with developmental language disorder.

This study aims to investigate the mechanical and fatigue behavior of additively manufactured metallic materials. Several challenges associated with different metal additive manufacturing (AM) techniques (i.e. laser-powder bed fusion and direct laser deposition) have been addressed experimentally and numerically. Experiments have been carried out to study the effects of process inter-layer time interval – i.e. either building the samples one-at-a-time or multi-at-a-time (in-parallel) – on the microstructural features and mechanical properties of 316L stainless steel samples, fabricated via a direct laser deposition (DLD). Next, the effect of building orientation – i.e. the orientation in which AM parts are built – on microstructure, tensile, and fatigue behaviors of 17-4 PH stainless steel, fabricated via a laser-powder bed fusion (L-PBF) method was investigated. Afterwards, the effect of surface finishing – here, as-built versus machined – on uniaxial fatigue behavior and failure mechanisms of Inconel 718 fabricated via a laser-powder bed fusion technique was sought. The numerical studies, as part of this dissertation, aimed to model the mechanical behavior of AM materials, under monotonic and cyclic loading, based on the observations and findings from the experiments. Despite significant research efforts for optimizing process parameters, achieving a homogenous, defectree AM product – immediately after fabrication – has not yet been fully demonstrated. Thus, one solution for ensuring the adoption of AM materials for application should center on predicting the variations in mechanical behavior of AM parts based on their resultant microstructure. In this regard, an internal state variable (ISV) plasticity-damage model was employed to quantify the damage evolution in DLD 316L SS, under tensile loading, using the microstructural features associated with the manufacturing process. Finally, fatigue behavior of AM parts has been modeled based on the crack-growth concept. Using the FASTRAN code, the fatigue-life of L-PBF Inconel 718 was accurately calculated using the size and shape of process-induced voids in the material. In addition, the maximum valley depth of the surface profile was found to be an appropriate representative of the initial surface flaw for fatigue-life prediction of AM materials in an as-built surface condition.

Majoriteten av alla gymnasieelever med språkstörning går i ordinarie verksamheter i gymnasieskolan. Trots det beskrivs ofta språkstörning som en relativt okänd funktionsnedsättning. Syftet med denna studie var att bidra med kunskap om vilka typer av anpassningar och stöd som erbjuds elever med språkstörning inom ramen för den ordinarie undervisningen. Studien syftade vidare till att bidra med kunskap om relationen mellan lärares utbildning och erfarenhet inom området och olika anpassningar och stöd i verksamheten. Studien är kvantitativ med en deduktiv ansats. Studiens teoretiska ramverk lyfter framför allt fram kommunikationsstödjande lärmiljöer utifrån dimensionerna språkinlärningsmiljö, språkinlärningsmöjligheter och språkinlärningsinteraktioner. Populationen utgjordes av gymnasielärare. Ett stratifierat icke-proportionellt slumpmässigt urval av kommuner gjordes. Urvalsramen var ett utdrag ur skolenhetsregistret. Datainsamlingsmetoden var en digital enkät. Enkäten skickades till rektorer i valda kommuner för vidarebefordran till gymnasielärare. I studien deltog 186 personer. Insamlad empiri analyserades med hjälp av deskriptiv statistik och variansanalyser. Resultatet visade att de svarande instämde helt eller delvis i majoriteten av de undersökta anpassningarna. Inom språkinlärningsmiljö återfanns de anpassningar som flest av de svarande helt eller delvis tog avstånd ifrån. Sammantaget visar resultatet att det är lärare som har haft möjlighet att kompetensutveckla/fortbilda sig som har störst medvetenhet och vilja att göra vissa anpassnignar som de tror kan gynna elever med olika former av språkstörning. Formell utbildning, år i yrket och typ av lärarexamen tycks däremot ha en marginell eller liten betydelse för hur lärare anpassar, prioriterar och riktar sin undervisning till elever med språkstörning. / The majority of all the upper secondary pupils with developmental language disorder (DLD) participate in regular education. Still, DLD is often described as a relatively unknown disability. The aim of this study was to broaden the knowledge of (1) what type of adjustments and support are offered to pupils with DLD in regular education, and (2) the relation between teachers' education, experience within the area, and adjustments and support in the education. It was a quantative study with a deductive approach. The theoretical framework was a theory about communication supporting classrooms based on the dimensions, language learning environment, language learning opportunities and language learning interactions. The population was upper secondary school teachers. A stratified random disproportionate sample of municipalities was conducted where the sample space was an extract from the school unit register. A survey was sent to heads of schools for forwarding to teachers. 186 individuals participated in the study. The data were analyzed using descriptive statistics and variance analysis. The results showed that the respondents fully or partially agreed with most of the adjustments proposed in the questionnaire. However, the fewest number of adjustments were made within the language learning environment. Overall, the results show that teachers who have had the opportunity to participate in professional development showed the greatest awareness and willingness to make certain adjustments that they believe can benefit pupils with various forms of DLD. Whereas formal training, years in the profession and type of teaching degree, seem to have a marginal influence on how teachers adapt, prioritize and direct their teaching to pupils with DLD.

Bakgrunden till studien är att forskning kring elever med språkstörning i matematikundervisningen ärbegränsad. Den lilla forskning som finns är mest internationell. Syftet är att vi vill bidra med en inblick ivilka svårigheter som kan uppstå och hur matematikundervisningen kan utformas för elever medspråkstörning, på lågstadiet och mellanstadiet. Det är en kvalitativ studie, som gjordes medsemistrukturerade intervjuer. Urvalet är begränsat, endast nio speciallärare med inriktning motmatematikutveckling deltog. Det teoretiska ramverket utgår från den sociokulturella teorin medmedierande verktyg och den didaktiska teorin med hur undervisning kan ske. Vi analyserar resultatetmed utgångspunkt i de specialpedagogiska perspektiven, kategoriskt och relationellt perspektiv. Studiens resultat visar att samtliga speciallärare upplever att det är språket som ställer till det för elevermed språkstörning i matematik. Det är främst matematiska begrepp och kommunikation påmatematiklektioner som framkommer i intervjuerna. Kartläggningen utgör grunden när speciallärarnagör individuella anpassningar. Många speciallärare har enskild undervisning med eleverna medspråkstörning då de arbetar med begreppsbildning och använder det medierande verktyget konkretmaterial. Detta ska leda fram till att eleven med språkstörning ska kunna delta i klassundervisningen.Slutsatsen av studien visar att det finns behov av att kunskaperna kring elever med språkstörning imatematik ökar. Vid speciallärarutbildningen behöver språkutveckling och sambandet mellan språk ochmatematik ingå. Vi anser att kommunerna bör ha personal med kompetens om språkstörning ditspeciallärarna kan vända sig vid behov. / The basis of our study is that research on mathematics education for pupils with DLD, DevelopmentalLanguage Disorder is limited. The research which does exist is predominantly international. Thepurpose of our study is to offer insight in difficulties which may arise and how mathematical educationmay be designed for pupils in grades 1-6 with DLD. This is a qualitative study based on semi-structuredinterviews. The selection has been limited, only nine special education teachers, specializing inmathematical development, took part. Our results are analyzed from a special educational viewpoint,categorical and relational. The results of our study show that every one of the special education teachers feel that language is anissue for pupils with DLD in mathematics. The main issues, which come up in the interviews, are to dowith concept and communication within mathematics. Mapping makes up the basis for the adaptationsspecial education teachers do. Many special education teachers utilize individual teaching for pupils withDLD, when they work on conceptualization, using the mediating tool physical material. This is meant tolead to the pupil with DLD being able to take part in class teaching.Our conclusion is that there exists a need to increase knowledge on mathematical education for pupilswith DLD. Language development and the link between language and mathematics, needs to beincluded in the training of special education teachers. It is our opinion that municipalities require skilledstaff with knowledge of DLD, to whom special education teachers may turn when needed.