teacher and learner alike have their greatest impact on children
with any degree of SLCN. Interim reports of the primary review
have suggested a more fundamental problem, suggesting the
current drivers to target outcomes and raise standards is at
odds with the ethos of inclusion:
“In practice, tensions between the policy agendas of raising
standards of pupil attainment and achieving inclusive schooling
can give rise to considerable difficulties within the school.” 51
The impact of SLCN in primary school can seriously affect
the outcome of children’s learning.52 It is often a daily
challenge for children with SLCN to make their thoughts and
needs known and to make themselves understood; just
listening to the amount of language in school can be an
overwhelming task in itself.
Literacy
Well-developed language and subsequent literacy skills
are crucial factors in ensuring access to the whole of the
curriculum, later academic success, positive self-esteem and
improved life chances.53
The link between speech, language and literacy skills has been
well documented in the literature. There is research evidence
which highlights a clear link between spoken language and
speech difficulties with subsequent literacy difficulties.54 55All
children with a SLCN are at risk of having difficulty with some
aspect of learning to read and write.56 57 58 Difficulties may be
compounded if children are exposed to teaching of reading and
written language before their spoken language skills are
developed enough to access this teaching.59
The Rose Report has highlighted the link between language
and literacy, not only for the development of phonic skills, but
for the development of reading comprehension,60 which is
the foundation of understanding for many areas of the
curriculum. Without the ability to understand and produce
written language, much of the curriculum is inaccessible, as
is the ability to record their achievements and their learning.
Social development
Friendships are extremely important for children in primary
school. The ability to socialise with peers, negotiate
disagreements and be part of a friendship group is
paramount. For children with SLCN, making and maintaining
friendships can be a real challenge. It becomes particularly
difficult as children progress through primary school, when
there needs to be an increased understanding of reciprocity
and awareness of motives, thoughts and feelings of others.61