Lindsay, Geoff and Dockrell, Julie E. (2007) Identifying the educational and social needs of children with specific speech and language difficulties on entry to secondary school. Educational & Child Psychology, Volume 24 (Number 4). pp. 101-115. ISSN 0267-1611.

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Abstract

Movement from primary to secondary school creates a number of challenges for pupils. For children with
additional learning needs the change of academic pace, social contacts and, typically, school may pose additional
problems. This change may be particularly problematic for children with specific speech and language
difficulties (SSLD). This study examines the ways in which parents, pupils and teachers appraise this transition
prior to secondary transfer (Year 6) and during the first year of secondary school (Year 7) for a cohort
of children with a history of a specific speech and language difficulty. Two comparison children from the
same classes were identified to disaggregate factors related to a) change of school b) special educational needs
generally and c) specific language difficulties.
Children with SSLD were initially identified in Year 3 (N � 69), with the majority of pupils in mainstream
settings. In Year 6 (mean age 10; 3) children and their matched peers were assessed on literacy and
numeracy measures. The views of their parents and teachers about their needs, curriculum differentiation
and support were established. Prior to transfer teachers were also asked to consider the difficulties that the
children might experience on entry to secondary school. During Year 7 data were collected from form tutors,
SENCOs and secondary subject specialists. Standardized literacy measures were collected. Perceptions of
need were compared with level of need as evidenced by standardised assessments.
Transition is challenging for the majority of pupils, additional learning needs add to these challenges.
Nonetheless the majority of children succeeded in making the transition and were enjoying their secondary
school placement. However, pupils’ low levels of literacy and numeracy were of particular concern and acting
as a barrier to academic progress.

Item Type:	Journal Article
Divisions:	Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)
Journal or Publication Title:	Educational & Child Psychology
Publisher:	The British Psychological Society
ISSN:	0267-1611
Official Date:	2007
Dates:	Date Event 2007 Published
Volume:	Volume 24
Number:	Number 4
Page Range:	pp. 101-115
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access

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