Integration of children with specific language impairments

Conti‐Ramsden, Gina

doi:10.1080/0885625930080305

Cited by 5 publications

(2 citation statements)

References 16 publications

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“…Language difficulties feature in many developmental conditions but around 6% of all children have specific language impairments (SLI) that are not attributable to other neurological or psychiatric diagnoses, low IQ, or to hearing loss (Law et al, 1998). Historically, in the UK, such children received no specialized education but, by the time of their survey, Conti-Ramsden and Botting (2000) estimated that 20% – probably those with the most severe impairments – were being educated in residential schools or in a growing number of specialized language units attached to mainstream schools. The Special Educational Needs Code of Practice (Department of Education and Skills, 2001) gave local education authorities the responsibility to meet the speech and language therapy needs of children with SLI as well as to provide appropriate education.…”

Section: Introductionmentioning

confidence: 99%

Peer acceptance of children with language and communication impairments in a mainstream primary school: Associations with type of language difficulty, problem behaviours and a change in placement organization

Laws

Bates

Feuerstein

et al. 2012

Child Language Teaching and Therapy

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This research investigated peer acceptance of children with language and communication impairments attending a language resource base attached to a mainstream school. Compared to other children in their mainstream peer groups, peer acceptance was poor. Peer rejection was more common for children with profiles consistent with an autistic spectrum disorder than for children with specific language impairment, and peer acceptance was significantly associated with social communication abilities. Children with clearer speech and more mature syntax also had more positive peer relationships. Language and communication appeared to be more important for peer acceptance than classroom behaviour. Changing children's principal placements from the language resource base to the mainstream classes had some beneficial effect; peer rejection was reduced and most children were more tolerated.

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Section: Introductionmentioning

confidence: 99%

Peer acceptance of children with language and communication impairments in a mainstream primary school: Associations with type of language difficulty, problem behaviours and a change in placement organization

Laws

Bates

Feuerstein

et al. 2012

Child Language Teaching and Therapy

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show abstract

“…pastoral and social skills, and often need a more intensive environment for language learning. This balance of specialist needs and integration into mainstream education was not realized in legislation in the UK until the Education Act 1981, whilst the USA and some European countries introduced this duty to local authorities much earlier (Conti-Ramsden 1993).…”

Section: Introductionmentioning

confidence: 99%

Different school placements following language unit attendance: Which factors affect language outcome?

Conti‐Ramsden

Botting

Knox

et al. 2002

Intl J Lang & Comm Disor

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The study compared the outcomes of two groups of children who were attending language unit provision at 7 years of age. Of 242 children in the original study, 62 (28%) transferred to mainstream school placements at age 8 years. These children were then closely matched to children still attending language unit provision at this age using measures of non-verbal IQ, expression and comprehension. These two groups of children were compared on outcome at 11 years in the areas of language skill, non-verbal IQ and social behaviour. Teacher/speech-language therapist opinions of placement were also examined as factors affecting outcome. Results show that children who moved to mainstream provision at 8 years were more likely to be attending mainstream at 11 years, although the majority received extra support. No further differences were evident in outcome according to placement type. However, there was a main effect of teacher/therapist opinion on outcome--children whose teachers were not entirely happy with the 8-year placement performed more poorly at 11 years on language measures. There were no differences on any other measures. The findings suggest that follow-on placements for children attending language units need to be more closely in line with teacher's opinions and that more flexibility needs to be evident in school placement policy in order that appropriate educational settings can be arranged.

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Self‐esteem in children with speech and language impairment: an exploratory study of transition from language units to mainstream school

Rannard

Glenn

2009

Early Child Development and Care

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Integration of children with specific language impairments

Cited by 5 publications

References 16 publications

Peer acceptance of children with language and communication impairments in a mainstream primary school: Associations with type of language difficulty, problem behaviours and a change in placement organization

Peer acceptance of children with language and communication impairments in a mainstream primary school: Associations with type of language difficulty, problem behaviours and a change in placement organization

Different school placements following language unit attendance: Which factors affect language outcome?

Self‐esteem in children with speech and language impairment: an exploratory study of transition from language units to mainstream school

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