Clinical and diagnostic approaches to special educational needs do not translate easily into
educational models. In some cases, these approaches can serve to limit understanding of …

The views of experienced educational practitioners were examined with respect to the
terminology used to describe children with speech, language and communication needs …

This study used a qualitative research methodology to explore parents' views of a number of
issues relating to the educational provision for their children with speech, language, and …

Speech, language and communication needs (SLCN) are prevalent among primary school-
aged children. Collaboration between speech and language therapists (SLTs) and teachers …

This paper is based on a study by Joffe and Pring (2008) which investigated assessment
and therapy methods used by Speech Language Therapists (SLTs) in the United Kingdom …

Three criteria for diagnosing specific language impairment (SLI) are defined in the literature:
exclusionary definitions, inclusionary definitions, and qualitative markers. However, the …

A central conceptual change in the Warnock report, the first type report of a UK government
committee on the education of children and young people with all types of special …

This research report was commissioned before the new UK Government took office on 11
May 2010. As a result the content may not reflect current Government policy and may make …

Background: Speech and language therapy (SLT) managers are expected to ensure that
there are appropriate services available for bilingual and multilingual clients in order to …

Objectives: To compare language outcomes following direct individual therapy [speech and
language therapist (SLT) working individually with a child], indirect individual therapy …