Preservice teacher perceptions of children with oral language deficits

In a society filled with stereotypes and judgment, it is important to differentiate between fact and fallacy regarding oral language proficiency and fluency. Greater public awareness must be promoted to decrease hostility towards this population. This paper aims to review of the physicality of oral language impediments, synthesize previous literature on public perspectives towards oral language difficulties, and survey preservice teachers to determine current perspectives on oral language deficits and their academic impact. As in the previous literature, many participants maintained an overall negative reaction towards those with oral language impediments, despite the issuance of background information and/or a real life example. Results further the notion that increased awareness and consideration towards students with oral language deficits is necessary.