There is a range of provision in which children with SLCN in their primary years may be educated. They may attend mainstream school, resourced provision or generalist special schools. There is also a number of specialist special schools nationally, which support children with a severe SLCN. The majority of children with SLCN are educated in mainstream schools.
Children receive varying degrees of additional support by a potentially wide range of professionals, including speech and language therapists (SLTs), specialist teachers, occupational therapists, support staff and educational psychologists. The
level of additional support is often determined by the ‘graduated response’ to their needs. SLTs are usually central in the support of children with SLCN in the primary years.
However again, local variations in provision are marked. Alongside the inclusion agenda is a change in models of SLT practice, with support moving away from clinic-based services to school-based provision. There is also a move away from direct intervention to a more indirect or ‘consultative’ approach, which is not clearly defined and can cover a wide range of intervention levels. To optimise the contribution of SLTs in educational provision, it is useful to consider national and local policies, as well as considering types of intervention. The current Bercow Review; Children and young people and speech, language and communication is considering services to children and young people with SLCN and how their needs can best be met. Staff in mainstream schools may have limited awareness of SLCN. When a child starts primary school, teachers and support staff may have had no additional training in what can be an extremely complex and far reaching difficulty. It is argued that there is a need to support schools and teachers in supporting children with SEN, which applies
equally to children with SLCN. “There is a need to support schools as they strive to
provide for children’s needs rather than simply deliver a curriculum. Teachers need expertise and support to make adjustments and adaptations to their teaching practices
in the context of inclusion” Choosing the right primary school is a big decision for any
parent. For a parent of a child with SLCN, it can be an extremely difficult, confusing and stressful time; ensuring their child’s needs are understood and met can be a source of
much distress to many parents. Transition from pre-school into primary and from primary to secondary phases needs to be carefully planned for children with SLCN in order that children, their parents and teachers are prepared.