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CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs., Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs..

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs., Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs..

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs., Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs..

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs..

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs., Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs..

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs., Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs..

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs., Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs..

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES

CHILDREN WITH SPECIFIC SPEECH AND LANGUAGE DIFFICULTIES. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs..

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.

Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. Children with specific speech and language difficulties – the teachers’ perspective 2 Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs.