Focus on Practice: Educational placements and National Curriculum Key Stage 2 test outcomes of children with a history of specific language impairment

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Abstract
As part of their longitudinal investigations of a large cohort with a history of specific language impairment (SLI), Professor Gina Conti‐Ramsden and her research team based at the School of Education, University of Manchester, Dr Emma Knox, Dr Nicola Botting and Dr Zoë Simkin report on the changing educational placements and National Curriculum assessment outcomes of 200 children at 11 years. Teacher questionnaires reporting on the Year 6 primary education placements of the sample reveal details about the long‐term educational needs of children with SLI.Furthermore, in exploring the experiences of the sample in the National Curriculum Key Stage 2 tests the present study found that children with SLI perform poorly relative to national expectations of levels of achievement across all tests. At present there are no guidelines for supporting children with SLI in relation to National Curriculum tests and the present data suggests there is an obvious need for these to be developed.

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