Background The term 'specific language impairment'(SLI), in use since the 1980s, describes
children with language impairment whose cognitive skills are within normal limits where …

A scoping review of studies carried out in the UK and the USA was conducted to explore the
perceptions, experiences, and needs of culturally and linguistically diverse families of …

Executive summary This review has been commissioned by the Education Endowment
Foundation and Public Health England to identify priorities for improving practice in the …

Background Language and communication skills are central to children's ability to engage in
social relationships and access learning experiences. This paper identifies issues which …

There is an increasing emphasis on supporting the oral language needs of children in the
classroom. A variety of different measures have been developed to assist this process but …

Purpose Children with speech and language disorders are at risk in relation to
psychological and social well-being. The aim of this study was to understand the …

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 …

Background Although it is well‐established that children with language impairment (LI) and
children with autism spectrum disorders (ASD) both show elevated levels of emotional and …

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

The report of the Warnock Committee “Special Educational Needs,” published in 1978,
provided the first comprehensive review of special educational needs (SEN) in England and …