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The roles of specialist provision for children with specific speech and language difficulties in England and Wales: a model for inclusion?

Lindsay, Geoff and Dockrell, Julie and Mackie, Clare and Letchford, Becky (2005) The roles of specialist provision for children with specific speech and language difficulties in England and Wales: a model for inclusion? Journal of Research in Special Educational Needs, 5. pp. 88-96. ISSN 1471-3802

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Abstract

Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. The present paper reports the results of interviews with heads of language units/integrated resources and headteachers of special schools (n=57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education.

Item Type: Article
Additional Information: The definitive version is available at www3.interscience.wiley.com
Divisions: IOE Departments > Departments > Psychology and Human Development
Depositing User: IOE Repository Editor (1)
Date Deposited: 13 Jan 2010 11:14
Last Modified: 14 Oct 2013 11:47
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