Different school placements following language unit attendance: which factors affect language outcome?
The study compared the outcomes of two groups of children who were attending language unit provision at 7 years of age. Of 242 children in the original study, 62 (28%) transferred to mainstream school placements at age 8 years. These children were then closely matched to children still attending language unit provision at this age using measures of non-verbal IQ, expression and comprehension. These two groups of children were compared on outcome at 11 years in the areas of language skill, non-verbal IQ and social behaviour. Teacher/speech-language therapist opinions of placement were also examined as factors affecting outcome. Results show that children who moved to mainstream provision at 8 years were more likely to be attending mainstream at 11 years, although the majority received extra support. No further differences were evident in outcome according to placement type. However, there was a main effect of teacher/therapist opinion on outcome--children whose teachers were not entirely happy with the 8-year placement performed more poorly at 11 years on language measures. There were no differences on any other measures. The findings suggest that follow-on placements for children attending language units need to be more closely in line with teacher's opinions and that more flexibility needs to be evident in school placement policy in order that appropriate educational settings can be arranged.
Conti-Ramsden
Gina
G
School of Education, University of Manchester, Oxford Road, Manchester M13 9PL, UK. gina.conti-ramsden@man.ac.uk
Botting
Nicola
N
Knox
Emma
E
Simkin
Zoë
Z
D002648:Child; D005500:Follow-Up Studies; D006801:Humans; D007805:Language Development Disorders / Q000628:therapy*; D007807:Language Tests; D007808:Language Therapy; D008282:Mainstreaming, Education; D012574:Schools; D016896:Treatment Outcome