How do early years practitioners identify children with speech language and communication needs and what is the subsequent action taken?

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Author
Duffy, Sarah
Date
2011Type
Thesis
Publisher
Cardiff Metropolitan University
Metadata
Show full item recordAbstract
According to Law, Garrett and Nye (2010), a speech and language delay / disorder is
thought to be the most common developmental difficulty of early childhood. Early
identification of such difficulties is becoming of vital importance and an increasing
amount of responsibility has fallen on to the early years practitioner to successfully
carry out this task. This paper reports the findings of a questionnaire study that was
carried out in the Cardiff and surrounding areas. It reports that the majority of early
years practitioners had received a form of Speech and Language training, however the
type and amount of training received was found to be inconsistent. This was reflected
in the large variability of responses amongst the participants. Nevertheless,
participants were found most likely to identify and initiate referral of children with
Speech Language and Communication Needs when they had received a certain level
of training. No relationships were found in terms of amount of years qualified.
Referring to Speech and Language Therapy services was found to be a complex
procedure where professional barriers existed and parental permission was required.
Good SLT provision in nursery settings was considered to involve direct contact with
a Speech and Language Therapist and participants called for the development of
structured pathways and more access to outside agencies.
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