“It feels a little like fumbling in the dark”–teachers’ experiences of working with students with developmental language disorder in Swedish mainstream middle school and high school
Developmental language disorder (DLD) affects around 7.5 percent of students. The risks of DLD for reduced educational progress are well documented but teachers often do not feel adequately prepared to support this student group. This study aims to broaden the understanding of teachers’ experiences of working with students with DLD in Swedish mainstream secondary schools. Five focus group intervie
