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Identifying the challenges and opportunities to meet the needs of children with Speech Language and Communication Difficulties

Dockrell, J; Howell, P; (2015) Identifying the challenges and opportunities to meet the needs of children with Speech Language and Communication Difficulties. British Journal of Special Education , 42 (4) pp. 411-428. 10.1111/1467-8578.12115. Green open access

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Abstract

The views of experienced educational practitioners were examined with respect to the terminology used to describe children with speech, language and communication needs (SLCN), associated problems and the impact of speech and language difficulties in the classroom. Results showed that education staff continue to experience challenges with the range of terminology used to refer to the children’s needs. Terms used to refer to difficulties with speech were least familiar to the respondents. Difficulties were noted in distinguishing between children with SLCN and children where English was an additional language. Respondents indicated a variety of additional difficulties experienced by the children. Literacy difficulties were reported to be more prevalent in children with language difficulties whilst levels of bullying and anxiety were reported to be higher in children with speech problems. Respondents reported that tools for identifying speech and language difficulties and procedures for accessing effective resources are required.

Type: Article
Title: Identifying the challenges and opportunities to meet the needs of children with Speech Language and Communication Difficulties
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/1467-8578.12115
Publisher version: http://dx.doi.org/10.1111/1467-8578.12115
Language: English
Additional information: © 2015 NASEN This is the peer reviewed version of the following article: Dockrell, J; Howell, P; (2016) Identifying the challenges and opportunities to meet the needs of children with Speech Language and Communication Difficulties. British Journal of Special Education , 42 (4) pp. 411-428, which has been published in final form at http://dx.doi.org/10.1111/1467-8578.12115. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Experimental Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/1471807
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