Practical considerations when supporting transitions for pupils with speech, language and communication needs

Abstract

This article investigates the impact of transitions upon pupils aged 11-14 with speech, language and communication needs, including specific language impairment and autism. The aim is to identify stress factors, examine whether these affect any subgroups in particular and suggest practical strategies to support pupils through transitions. Stress factors discussed include homework, bullying, independent learning and social situations. The compared subgroups include pupils with diagnosis of SLI and autism, those receiving free school meals and those not, and pupils achieving at different National Curriculum levels. The sample is too small to be representative or generalisable but some recommendations for practice are given. IntroductionThis article investigates the impact of transitions on 11-14-year-olds with speech, language and communication needs (SLCN) (either specific language impairment (SLI) or autistic spectrum condition (ASC)) due to the closure of special School S and reorganisation of provision within a local education authority. It must be acknowledged that I have vested interests and biases within this research project, as I worked in special School S and now lead one of the new resourced provisions. I endeavour to explore this objectively. The purpose is not to bolster or undermine the reorganisation of provision, or to give a personal narrative. The aim is to identify common stress factors and support mechanisms that stakeholders would like to be improved in future transitions for pupils with SLCN.

Broken bridges—new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success

“…Table 4 presents strategies for students, Table 5 strategies for parents, and Table 6 strategies for school staff, including evidence ratings for use of strategy, as per above. The Supplementary material Appendix table identifies all studies (Beamish et al, 2014; Connolly and Gersch, 2016; Cridland et al, 2014; Deacy et al, 2015; Denkyirah and Agbeke, 2010; Dixon and Tanner, 2013; Fontil and Petrakos, 2015; Forest et al, 2004; Fortuna, 2014; Foulder-Hughes and Prior, 2014; Hannah and Topping, 2012; Hebron, 2017; Levy and Perry, 2008; Makin et al, 2017; Mandy et al, 2015, 2016; Minnes et al, 2015; Neal and Frederickson, 2016; Parsons et al, 2009; Perfitt, 2013; Peters and Brooks, 2016; Quintero and McIntyre, 2011; Starr et al, 2016; Stoner et al, 2007; Strnadová et al, 2016; Tobin et al, 2012; Tso and Strnadová, 2017), which are referenced by numeral (#1–27) and correspond to numeral citations in the results section and tables (also provided after each starred reference in the reference list).…”

Ways of Individualization of Education for Children With Autism Spectrum Disorders: The Experience of Special Pedagogues'

“…According to our research data the student himself is very rarely involved in the preparation of the IEP (M = 2.84; SD = 1.045). Perfitt (2016) research shows that students have clear thoughts about their educational plan. Therefore, in the author's opinion, it would be beneficial for the student to participate in the preparation of the IEP, as the opinions of the student and adults may be different; however, pedagogues and parents should help student with limited speech to communicate, express his opinion about his education.…”

Essential Framework for Creating Inclusive English Language Teaching Strategies for Students with ASD

“…Executive functioning controls behavior, and its deficiency restricts selfregulation capacity in autistic individuals. Unfamiliar or different situations trigger anxiety in autistic individuals, making adjustments particularly difficult for them (Perfitt, 2013). These emotionally taxing situations, or those hindering their compulsive behavior, impede mood regulation and frequently result in behavioral issues.…”

“…Moreover, various challenges inherent to autism impact their ability to grasp information like typically developing children, affecting their academic performance. Mimicking and observing behavior pose difficulties for them (Perfitt, 2013). Despite often exhibiting strong visual processing skills, they process auditory and language information more slowly than peers.…”