Special Educational Needs (SEN) Provision and Academic Outcomes: Exploring the Impact of Teacher Reported Language Difficulties at School Entry

Association for Child and Adolescent Mental Health (ACAMH)

DOI: 10.13056/acamh.13665
In this Papers Podcast, Dr. Sarah Griffiths discusses her co-authored JCPP Advances paper ‘Special educational needs provision and academic outcomes for children with teacher reported language difficulties at school entry’. There is an overview of the paper, methodology, key findings, and implications for practice.
Learning Objectives
1. Definition of Developmental Language Disorder and other language difficulties, as well as insight into the Surrey Communication and Language in Education Study (SCALES).
2. Context around the English education system and insight into when the identification of various types of difficulties typically starts to happen.
3. The types of Special Educational Needs (SEN) that children might be identified as having during the Primary years at school and the need to distinguish between children who have language impairments and other children who have English as an additional language.
4. The relationship between teacher reported language difficulties at school entry and academic performance at key assessment points throughout primary school.
5. For children with teacher-reported language difficulties at school entry, what predicts receipt of special education provision during primary school?