Sponsored

Best Practice

It’s never too late: Spotting and supporting SLCN at secondary school

SLCN SENCOs Inclusion Teaching resources Quality First Teaching Pedagogy
The data suggests that nearly half of secondary students with speech, language and communication needs are going unidentified. What can we do to spot these young people and give them the support they need?
Hidden problems: One in 10 children have a speech and language need, but by the time students arrive in year 7, many have learnt how to mask their difficulties - Adobe Stock

While about one in 10 children and young people are affected by long-term and persistent speech, language and communication needs, research suggests that up to 40% of those with SLCN are going unidentified (PHE, 2020; Communication Trust, 2014).

Furthermore SLCN can be particularly hard to spot in secondary schools, where one study suggests almost half of those affected remain unidentified, compared with 29% in the primary school (Communication Trust, 2014).

The reality is that by the time students arrive in year 7, many have learnt how to mask their difficulties and have honed their coping strategies.

Indeed, it is not surprising that as many as 45% of secondary students who have problems with vocabulary and 52% who have difficulties formulating sentences are not picked up because they have learnt how to manage these issues and hide them from teachers (Communication Trust, 2014).

Register now, read forever

Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.

What's included:

  • Unlimited access to news, best practice articles and podcast

  • New content and e-bulletins delivered straight to your inbox every Monday and Thursday

Register

Already have an account? Sign in here