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Educational attainments of children with specific language impairment at year 6

Human Communication and Deafness, School of Education, University of Manchester

The present study examined the performance of a group of children with Specific Language Impairment (SLI) in National Curriculum Key Stage 2 (KS2) assessments of key curricular subjects. One hundred children (86 boys and 14 girls), who previously had all been in full-time attendance at specialist provision in the form of language units, participated in the study. The sample of participants were recruited in their final year of primary school education (year 6) and were divided into two groups, matched for ability, defined by the nature of their current educational placement. The Mainstream Education group comprised 50 children attending mainstream education with or without some level of additional support. The Special Education group consisted of 50 children attending special education in the form of either a language unit, a language school, or a special school. Participants’ performance in the National Curriculum KS2 assessments was measured, together with an examination of assessment procedures concerning the application of special testing arrangements. It was found that participants performed poorly relative to national levels of expectation and achievement across the curricular subjects of English, mathematics and science in both KS2 tests and teacher assessments. The Mainstream Education group of participants was found to perform significantly better than the Special Education group in the mathematics and science tests. Furthermore, special arrangements were made for a large number of participants who did take the tests.

Child Language Teaching and Therapy, Vol. 18, No. 2, 103-124 (2002)
DOI: 10.1191/265659002ct230oa


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