CHILDHOOD PSYCHOSOCIAL EXPERIENCES AMONG INDIVIDUALS WITH DEVELOPMENTAL LANGUAGE DISORDER IN GREECE: AN INTERVIEW-BASED STUDY

Autori

  • Emmanouela V. Seiradakis Technical University of Crete, Greece Hellenic Open University, Greece
  • Ioanna Kiapekaki Hellenic Open University, Greece

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https://doi.org/10.46827/ejse.v12i3.6590

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Developmental Language Disorder##common.commaListSeparator## psychosocial experiences##common.commaListSeparator## childhood experiences##common.commaListSeparator## university students

Abstrakt

Developmental Language Disorder (DLD) is a neurodevelopmental condition characterised by persistent difficulties in language comprehension and expression that cannot be explained by other biomedical conditions. While extensive research has examined the linguistic and academic challenges associated with DLD, less attention has been given to the psychosocial experiences that accompany language difficulties during childhood. Understanding these experiences is important, as social and emotional development is closely linked to communication abilities and educational participation. The present study explores the retrospective psychosocial experiences of individuals with DLD during their childhood years. The study employed a qualitative research design. Participants were six undergraduate engineering students aged between 19 and 24 studying at a university in Greece who had previously been identified as having DLD. Data were collected through semi-structured interviews, which focused on participants’ memories of their school and home experiences, peer relationships, emotional difficulties, and perceived support during childhood and adolescence. Emerging themes revealed that during their childhood, participants experienced feelings of anxiety and frustration related to communication difficulties, particularly in classroom interactions and oral participation. They also reported experiences of social exclusion, misunderstandings with peers, and episodes of bullying during their school years. In addition, participants reflected on the strategies they developed to cope with these challenges, including avoidance of speaking, reliance on supportive peers or family members, and increased effort in academic tasks. Findings show the importance of early identification, supportive educational environments, and increased awareness among teachers regarding the broader social and emotional needs of students with language disorders.

##submission.authorBiographies##

  • ##submission.authorWithAffiliation##

    Dr. Emmanouela V. Seiradakis has been teaching in higher education for more than ten years. Her research interests include special and intercultural education and educational technologies.

  • ##submission.authorWithAffiliation##

    Ioanna Kiapekaki is a postgraduate student at the Hellenic Open University in Greece. She has extensive language teaching experience, and her research interests include inclusive education and ESP.

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Publikované

2026-03-16

Číslo

Diel 12 Číslo 3 (2026)

Sekcia

Articles

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