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Practical considerations when supporting transitions for pupils with speech, language and communication needs
Author(s) -
Perfitt Ruth
Publication year - 2013
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8578.12039
Subject(s) - autism , psychology , affect (linguistics) , developmental psychology , stress (linguistics) , sample (material) , specific language impairment , special needs , linguistics , communication , philosophy , chemistry , chromatography , psychiatry
This article investigates the impact of transitions upon pupils aged 11–14 with speech, language and communication needs, including specific language impairment and autism. The aim is to identify stress factors, examine whether these affect any subgroups in particular and suggest practical strategies to support pupils through transitions. Stress factors discussed include homework, bullying, independent learning and social situations. The compared subgroups include pupils with diagnosis of SLI and autism, those receiving free school meals and those not, and pupils achieving at different N ational C urriculum levels. The sample is too small to be representative or generalisable but some recommendations for practice are given.