Local Education Authorities' Approaches to Provision for Children with Specific Speech and Language Difficulties in England and Wales

Autor/inn/en	Lindsay, Geoff; Dockrell, Julie E.; Mackie, Clare; Letchford, Becky
Titel	Local Education Authorities' Approaches to Provision for Children with Specific Speech and Language Difficulties in England and Wales
Quelle	In: European Journal of Special Needs Education, 20 (2005) 3, S.329-345 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Foreign Countries; Educational Needs; Age; School Districts; Inclusive Schools; Autism; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Educational need; Bildungsbedarf; Alter; Lebensalter; School district; Schulbezirk; Inclusive school; Integrative Schule; Autismus
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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10