Voices of young people with a history of specific language impairment (SLI) in the first year of post-16 education
Palikara, Olympia, Lindsay, Geoff and Dockrell, Julie E.. (2009) Voices of young people with a history of specific language impairment (SLI) in the first year of post-16 education. International Journal of Language and Communication Disorders, Vol.44 (No.1). pp. 56-78. ISSN 1368-2822Full text not available from this repository.
Official URL: http://dx.doi.org/10.1080/13682820801949032
Background: Giving young people more and better opportunities to have their voices heard is a key feature of current educational policy and research internationally and in the UK.
Aims: To examine the views of young people with a history of specific language impairment (SLI) as they entered post-16 education.
Methods & Procedures: A total of 54 students identified as having SLI at 8 years of age were followed up through primary and secondary school to post-16 destinations. Most had been educated in mainstream schools. The young people were interviewed individually in relation to their perceptions of their special educational needs, their views on service provision, the role of family and friends as support systems, and their aspirations and barriers to future education at the early stages of post-16 education, training and work.
Outcomes & Results: The young people were able to offer accurate accounts of their history of special educational needs and to explore issues related to their development. Most young people were aware of the specific difficulties they experienced and had positive views about the support offered to them during their schooling. All the young people had at least one person in their family or friendship circle to whom they could talk about their joys and concerns, and friendships were an important and positive element in their lives. Additionally, most had a positive view of their post-16 courses, with comparable numbers hoping to undertake further study or training, or to go into work. They also had optimistic hopes for their futures five years ahead.
Conclusions: The current study has demonstrated that young people with a history of SLI have an awareness of their difficulties and of the impact that these needs have on different aspects of their lives. They were also able to provide valuable views of service provision, both in terms of evaluating the support they received and suggesting ways of improving it. Ascertaining the views of younger children with SLI and including them in decision-making about their education and lives should be an important aspect of the role of those professionals working with this group of children. The study supports the importance of gaining the views of young people with SLI not only as a matter of rights, but also for the practical benefits that can ensue.
|Item Type:||Journal Article|
|Subjects:||L Education > LC Special aspects of education
P Language and Literature > P Philology. Linguistics
|Divisions:||Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)
Faculty of Social Sciences > Institute of Education ( -2013)
|Library of Congress Subject Headings (LCSH):||Language disorders in adolescence, Specific language impairment in children, Post-compulsory education, Special education, Youth -- Attitudes|
|Journal or Publication Title:||International Journal of Language and Communication Disorders|
|Publisher:||John Wiley & Sons Ltd.|
|Official Date:||January 2009|
|Number of Pages:||23|
|Page Range:||pp. 56-78|
|Access rights to Published version:||Restricted or Subscription Access|
|Funder:||Department of Education and Skills|
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