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

Abstract

Movement from primary to secondary school 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 (Year 7) for a cohort of children with a history of a specific speech and language difficulty. Two comparison children from the same classes were identified to disaggregate factors related to a) change of school b) special educational needs generally and c) specific language difficulties.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 and their matched peers were assessed on literacy and numeracy measures. The views of their parents and teachers about their needs, curriculum differentiation and support were established. Prior to transfer 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. Standardized literacy measures were collected. Perceptions of need were compared with level of need as evidenced by standardised assessments.Transition is challenging for the majority of pupils, additional learning needs add to these challenges. Nonetheless the majority of children succeeded in making the transition and were enjoying their secondary school placement. However, pupils’ low levels of literacy and numeracy were of particular concern and acting as a barrier to academic progress.