Work

Local education authorities’ approaches to provision for children with specific speech and language difficulties in England and Wales

Year: 2005

Type: article

Abstract: Children with specific speech and language difficulties (SSLD) pose a challenge to the education system as a result of their language needs and associated educational and social‐behavioural difficulties. Local education authorities (LEAs) in England and Wales have developed language units to meet their needs but previous research has indicated this provision was inadequate. The development of inclusion raises questions regarding this type of provision, compared with full inclusion into mainstream schools. The present study reports on a national survey of LEAs in England and Wales (97 respondents, 49.5% response rate) and interviews with 37 LEA special educational needs managers. Provision varied by age group with designated specialist provision more prevalent at key stages 1 and 2 (age 5–11 years), and relatively little at key stages 3 and 4 (11–16). LEAs’ decision‐making regarding provision varied, influenced by the lack of common criteria, which was highlighted by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder. There were also difficulties translating policies into practice, including the shortage of speech and language therapists. The implications of the study are discussed with reference to inclusion.

Source: European Journal of Special Needs Education

DOI: 10.1080/08856250500156053

Authors: Geoff Lindsay, Julie E. Dockrell, Clare Mackie, Becky Letchford

Institutions: University of Warwick, University of London

Language: English

Topic: Language Development and Disorders

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education, Good health and well-being

Open Access status: green

Funder: Nuffield Foundation