Problems in the Identification and Assessment of Children with Specific Speech and Language Difficulties

Summary

Children with specific speech and language impairments are a challenge to professionals. The present study sampled speech and language therapists’ and educational psychologists’ beliefs and understandings of the group of children thought to experience a specific language impairment. Difficulties exist for both groups in the identification and assessment of these children. Marked differences existed in conceptualisation of the problem, patterns of assessment, the importance of discrepancy analysis and the educational psychologists’ role. These differences are discussed in the light of the controversies surrounding specific learning difficulties and the nature of language development.

Additional information

Notes on contributors

Julie Dockrell

Dr Julie Dockrell is a senior lecturer at the Institute of Education in London and is a qualified educational and clinical psychologist.

Rachel George

Rachel George is a research officer at the Institute of Education in London

Geoff Lindsay

Professor Geoff Lindsay was the Principle Educational Psychologist in Sheffield and is now Director of the Special Needs Research Institute at the Institute of Education, University of Warwick

Judy Roux

Judy Roux is head of school‐based speech and language therapy services for the London Borough of Newham and is now a lecturer at City University in the department of Communication Studies.