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The roles of specialist provision for children with specific speech and language difficulties in England and Wales: a model for inclusion?
Author(s) -
Lindsay Geoff,
Dockrell Julie E.,
Mackie Clare,
Letchford Becky
Publication year - 2005
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/j.1471-3802.2005.00047.x
Subject(s) - mainstream , inclusion (mineral) , head teachers , literacy , special education , mainstreaming , pedagogy , psychology , special educational needs , medical education , sociology , medicine , political science , social psychology , law
Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. This paper reports the results of interviews with heads of language units/integrated resources and head teachers of special schools (n = 57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education.