The development and effectiveness of educational provisions for language impaired children : a follow-up study

Thirty one children who had attended the Sydenham Language Unit (1980 - 86) were followed up, Results showed that seven (23%) of the children did not have specific language disabilities but had other more primary impairments which led to their language disability. A high proportion of the remaining children continued to exhibit problems in language, with 38% continuing to have receptive language problems and 61% having an expressive language difficulty. Academic achievement was also found to be reduced, with ten (42%) having been placed in special education facilities for slow learners, and only five (21%) were found to be achieving at a normal level. Many of the children also had difficulties in the social/emotional area with fifteen (68%) being rated as poorly adjusted. These results support previous follow-up studies and highlight the need for more effective assessment techniques, resources and programmes for language impaired children during their entire schooling