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

Rannard, Anne; Glenn, Sheila

doi:10.1080/03004430601121170

Cited by 5 publications

(5 citation statements)

References 18 publications

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“…However, I consider this to be a continuation of the medical model of disability and believe that necessary steps should be taken to include the voices of all pupils if we are to investigate an increasingly diverse education population. This notion is advanced by several researchers such as Whitehurst () and Rannard and Glenn () and it is hoped that this research project can further strengthen this concept.…”

Section: Transitions For Pupils With Speech Language and Communicatimentioning

confidence: 79%

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

Perfitt¹

2013

British J Special Edu

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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.

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Section: Transitions For Pupils With Speech Language and Communicatimentioning

confidence: 79%

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

Perfitt¹

2013

British J Special Edu

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“…There is currently no record of how many children are attending language units in the UK. It is reported that in some areas, children can only access language unit provision between the ages of 4–7 years (Rannard and Glenn, 2009), though this may now be outdated. Reduced language unit provision beyond age 7 may reflect the focus on inclusion within junior school mainstream classroom settings (Conti-Ramsden et al, 2002; Law et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

“…There are exceptions to the lack of research into language units, with some studies focusing on attendees (Conti-Ramsden et al, 2001, 2009; Lyons and Roulstone, 2017, 2018; Rannard and Glenn, 2009; St Clair et al, 2011) and a small number examining parental views (Rannard et al, 2004; Roulstone and Lindsay, 2012b; Simkin and Conti-Ramsden, 2009). The longitudinal Manchester Language Study investigated a cohort of 242 children who attended language units in primary schools (Conti-Ramsden and Botting, 1999), following them up through childhood and into early adulthood (e.g Gina Conti-Ramsden et al, 2001…”

Section: Introductionmentioning

confidence: 99%

Specialist provision for language disorder: Staff and service user views of a preschool language unit

Harvey

Spencer

2019

Child Language Teaching and Therapy

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Language units are specialist educational settings that provide integrated speech and language therapy and curriculum delivery for children with severe language disorders within mainstream schools. This study presents an account of a preschool language unit (PLU) from the perspectives of children with language disorders currently in attendance, their parents, and teaching staff. Six child-led, multi-modal interviews, six parent questionnaires, and interviews with three members of staff were analysed using Framework Analysis (Ritchie et al., 2003). Results showed that staff and parents perceive that attending the PLU positively impacts the children, but raised concerns that accessing PLUs can be difficult due to number restrictions. Children valued play and friendships within the PLU, while parents valued the PLU’s role in supporting communication and socialization. This study offers a unique account of how a PLU supports children with language disorders from the perspectives of children, parents and staff.

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“…bullying), neglect, abandonment and denial of the right to education (World Health Organization, 2011). If left untreated, CD can cause social isolation and low self-concept (Blood et al, 2003;Conti-Ramsden and Durkin, 2012;Jerome et al, 2002;Lindsay and Dockrell, 2000;Rannard and Glenn, 2009). Untreated CD also puts children at risk of learning difficulties and poor literacy outcomes (Boudreau and Hedberg, 1999;Hart et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Communication disorders among Syrian refugee children in Beqaa, Lebanon

Salam

McIntire

Pilling

2019

IJMHSC

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Purpose The purpose of this paper is to identify the severity of certain communication disorders (CD) in a sample of Syrian refugee children. There are a limited number of studies about CD among refugee children. Design/methodology/approach Over a period of 22 months, 161 cases of CD – not caused by motor or structural disorders – were seen at a Mental Health Clinic in Beqaa, Lebanon. The authors calculated descriptive statistics (frequencies and percentages) and bivariate statistics to identify relationships between CD, demographics and school enrollment among cases. Findings Ages ranged between 3 and 16 years with a mean of 6.91. Male to female ratio was 1.6:1. The most prevalent category of CD was speech, followed by expressive language, then receptive language. Parents reported behavioral or emotional problems in 38 percent of the cases; emotional problems, mainly anxiety, were much more common than behavioral problems. Enrollment in school was associated with a lower number of impairments and less severe speech and language impairments. Originality/value The results highlight the importance of early detection and intervention among Syrian refugee children. Schools can alleviate some psychological issues that compound CD by enhancing resilient behaviors and providing social support. They can also implement measures for detection and intervention.

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

Cited by 5 publications

References 18 publications

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

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

Specialist provision for language disorder: Staff and service user views of a preschool language unit

Communication disorders among Syrian refugee children in Beqaa, Lebanon

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