The Moor House School remedial programme: an evaluation

Abstract

Moor House School is a school for children of average nonverbal ability who have specific speech and language disorders. The educational careers of 120 children who left the school during the period 1979-1985 were investigated. The subjects were divided into four groups: Receptive Dysphasic (N = 12), Expressive Dysphasic (N = 21), Language Delay (N = 57), and Deviant Articulation (N = 30). Verbal ability at the time of entry to the school was compared with verbal ability when the remedial programme ended. The Receptive Dysphasic, Expressive Dysphasic, and Language Delay groups showed significant gains in verbal ability. The language development of the Deviant Articulation group was within normal limits at the time of entry and showed no significant gain. 35.8% of the children were able to return to mainstream education before reaching the statutory school-leaving age.

Reading problems and ocular anomalies

“…The incidence of ocular anomalies in the Moor House School population is higher than in the school population as a whole (Ripley, 1982) and this would appear to be linked to the level of overall motor impairment in the Moor House School population. Ninety-one per cent of the children at the school scored above the 'normal range' on the Stott-Moyes-Henderson Test of Motor Impairment.…”

Educational transitions of 7‐year‐old children with SLI in language units: a longitudinal study

“…However, it did not provide information about the placements of children leaving units or for whom there were no language unit places available. Ripley (1986) produced another interesting article on educational placement beyond language provision, reporting that approximately 36% of children from a large residential language school were able to return to mainstream education before school-leaving age. As well as being focused on a single establishment, this study was concerned with a population of children with language impairment who required residential placements.…”

Children with Specific Language Impairments: Curricular Opportunities and School Performance

“…An exception is the study by Pocklington and Hegarty (1982) who described in detail the development of a language unit in Oxfordshire and included in their discussion details of the curriculum followed. More commonly the curriculum has been discussed in the context of special schools for children with SLI (Hutt, 1986;Ripley, 1986).…”