Teachers and speech and language therapists (SLTs) share concern about children's
speech, language, and communication needs (SLCNs) but they have different foci because …

Background Oral language skills are the foundation for success at school and in
employment. A significant minority of children experience difficulties in the acquisition of oral …

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

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

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 …

Language impairment (LI) is one of the most common types of special educational needs
(SENs), not only as a child's primary need but also as a secondary domain associated with …

The wider educational needs of children with specific speech and language difficulties are of
major concern to practitioners. Yet few studies have documented the literacy skills of these …

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

Background While the relationship between speech, language and communication needs
(SLCN) and mental health difficulties has been recognized, speech and language therapists …

Background Several studies have suggested that practitioners hold speech and language
therapy (SLT) practice as tacit and consequently it is difficult for the therapist to describe. The …