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Abstract
Current knowledge of the integration of children with specific language impairment (SLI) is examined. The paper begins by defining this group of children and the nature of their difficulties. The heterogeneous characteristics of SLI children are discussed. It then addresses the educational provisions made for SLI children and the opportunities for integration present in different models of provision. Research on the integration of SLI children is evaluated with particular emphasis on the difficulties encountered by this group of children. The paper concludes with some thoughts for future research.