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COMPARING LANGUAGE PROFILES AND LEARNING IMPAIRMENT IN PUPILS IN SPECIAL SCHOOLS
Author(s) -
Winter Paula
Publication year - 2001
Publication title -
international journal of language and communication disorders
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.101
H-Index - 67
eISSN - 1460-6984
pISSN - 1368-2822
DOI - 10.3109/13682820109177892
Subject(s) - psychology , specific language impairment , cognition , developmental psychology , language disorder , language acquisition , learning disability , mathematics education , neuroscience
Children were selected from schools for pupils with learning difficulties. Nonverbal ability measures classified them with what was previously termed moderate learning difficulties (MLD). A Surrey Speech, Language and Communication Profile (Surrey Profile) (Cave and McGregor 1996) was completed for each childe and the children's cognition scores were compared. Specific language impairment (SLI) was determined by the discrepancy between general language functioning and non‐verbal ability, with a focus on three Surrey Profile items. Three groups were derived using a discrepancy model to view the relationship between language and cognition. Groups 1 and 2 showed commensurate and mild language difficulties in relation to cognition. For Group 3 results indicate that difficulties in learning are due to severe and specific language difficulties. Implications emerge for assessment, educational placement, provision and intervention.