English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The special educational needs of children with disorders of language and communication have been recognised in Scots law since at least 1954 when Regulations designated ‘speech defect’ as an area in which pupils might have difficulties in learning. However, this area remained something of a Cinderella with respect to the provision of specific facilities and interest until the production of a report ‘Children with Communication Disorders’, by the principal psychologists of the Scottish education authorities in 1988 (Working Party, etc., 1988). From 1991, a combination of parental pressure and activity by HMI have given it further prominence. Since then, there has been a growth in provision and in interest at rates unsurpassed in the previous four decades, and this growth is not complete. For example, the councils surveyed in this investigation continue to announce the opening of specialist units in primary schools; one council is on the point of making designated provision for secondary pupils for the first time; a residential school, run by an independent voluntary agency, will open in early 1998.

Local Education Spending in Scotland and England: Problems of Comparison in the Lace Study