Whose job is it?: parents' concerns about the needs of their children with language problems

This study examined the perspectives of parents of children with specific speech and language difficulties (SSLD) in the UK and described the issues they raised when considering provision to meet their children's needs. The study utilised a mixed methods approach. Data from interviews were analyzed using a computer-based qualitative interview analysis method (ATLAS/ti), with reference to evidence from a parent-completed rating scale and assessments of the children’s language and educational development. The issues generated by the analyses were considered in relation to whether the child attended mainstream or special school. Results are discussed in the context of current educational policies for inclusive education and parental participation in meeting children’s educational and social needs

Children with specific speech and language difficulties: the teachers' perspective

Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. This paper reports the findings of a two-stage project in two local education authorities investigating the characteristics and needs of children with specific speech and language difficulties (SSLD). Teachers, educational psychologists, and speech and language therapists in two local education authorities identified 133 eight year-old children who experienced primary difficulties with speech and language. Fifty-nine children and a subsample of 10 children of the same age who attended specialist regional schools participated in further investigations. Each of the children was assessed using a battery of instruments covering language, basic attainments and self- esteem. In addition, their teachers completed behaviour rating scales and an individual interview. The teachers comprised those working in specialist provisions, but also those in mainstream schools. In this paper data derived from the interviews with the teachers supplemented by information from the assessments of the children’s skills will be reported. The teachers faced three challenges: the additional difficulties experienced by the children, their own knowledge gaps, and the barriers to meeting the children’s needs. The implications of the results for inclusive education are addressed

Identifying the educational and social needs of children with specific speech and language difficulties on entry to secondary school

Movement from KS2 to KS3 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 (Yr7) for a cohort of children with a history of specific language impairment. The use of comparison groups provides the opportunity to discriminate between factors related to a) change of school b) special educational needs generally and c) language difficulties specifically. 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 were assessed on a range of language literacy and cognitive measures and the views of their parents’ and teachers’ about needs, curriculum differentiation and support established. 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. Perceptions of need are compared with level of need as evidenced by standardised assessments. A critical analysis of the ways in which these children’s needs are addressed in the secondary school system is provided and the paper outlines current strengths and gaps in provision

Working together?: the practice of educational psychologists and speech and language therapists with children with specific speech and language difficulties

Meeting the needs of children with specific speech and language difficulties (SSLD) has recently been an area of public policy concern, because of the difficulties in securing speech and language therapy for children with special educational needs (SEN). There is a clear need for education and health service staff working together to support children with speech and language difficulties. The present research involved case studies of six English local authorities (LAs), along with the eight speech and language therapy services provided by the relevant local health trust. They were chosen as examples of good practice in education and health services working together, on the basis of information provided during a previous national study. The purpose of the research was to explore the collaborative practice of educational psychologists (EPs) and speech and language therapists (SLTs) with respect to the education of children with SSLD. This paper reports the views of 51 EPs and 120 SLTs, who worked in the case study LAs with respect to: collaboration; approach to assessment; provision; monitoring of progress; training and views on good practice. Despite the positive regard for collaboration expressed by both EPs and SLTs, their practice revealed little evidence of this occurring. Differences in approach, including the use of assessments for diagnostic purposes and the preference for inclusive as opposed to specialist provision, revealed important differences in conceptualisation between EPs and SLTs. The paper argues that these must be addressed so that collaborative practice by EPs and SLTs may be used not only to develop good practice but also to improve outcomes for children by effective practice

An iron(ii) spin-crossover metallacycle from a back-to-back bis-[dipyrazolylpyridine]

The syntheses of 4-mercapto-2,6-di(pyrazol-1-yl)pyridine (bppSH) and bis[2,6-di(pyrazol-1-yl)pyrid-4-yl]disulfide (bppSSbpp) are reported. In contrast to previously published “back-to-back” bis-[2,6-di(pyrazol-1-yl)pyridine] derivatives, which form coordination polymers with transition ions that are usually insoluble, bppSSbpp yields soluble oligomeric complexes with iron(II) and zinc(II). Mass spectrometry and DOSY data show that [{Fe(μ-bppSSbpp)}n]2n+ and [{Zn(μ-bppSSbpp)}n]2n+ form tetranuclear metallacycles in nitromethane solution (n = 4), although 1H NMR and conductivity measurements imply the iron compound may undergo more fragmentation than its zinc congener. Both [{Fe(bppSH)2]2+ and [{Fe(μ-bppSSbpp)}n]2n+ exhibit thermal spin-crossover in CD3NO2 solution, with midpoint temperatures near 245 K. The similarity of these equilibria implies there is little cooperativity between the iron centres in the metallacyclic structures