ERIC Number: EJ942211
Record Type: Journal
Publication Date: 2005-Nov
Abstractor: As Provided
Reference Count: 38
The Roles of Specialist Provision for Children with Specific Speech and Language Difficulties in England and Wales: A Model for Inclusion?
Lindsay, Geoff; Dockrell, Julie E.; Mackie, Clare; Letchford, Becky
Journal of Research in Special Educational Needs, v5 n3 p88-96 Nov 2005
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. This paper reports the results of interviews with heads of language units/integrated resources and head teachers 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.
Descriptors: Special Schools, Language Impairments, Foreign Countries, Teaching Assistants, Children, Models, Interviews, Inclusion, Literacy, Principals, Allied Health Personnel, Speech Language Pathology
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)