Research Matters: “The Development of Resource Provision for Children with SLI/ASD in Manchester Local Authority”
|Starts:||12:00 16 Apr 2014|
|Ends:||13:00 16 Apr 2014|
|What is it:||Seminar|
|Organiser:||School of Environment, Education and Development|
|Speaker:||Dr. Caroline Bond, Dr. Judith Hebron|
Background: Improved awareness of communication disorders has led to an ever-increasing drive to develop a continuum of educational provision to meet the needs of children with these difficulties, and specifically those with Autistic Spectrum Disorders (ASD) and Specific Language Impairments (SLI). This has led many Local Authorities (LAs) to restructure their provision and we report on the evaluation of one such initiative in England.
Method: The longitudinal multi-level evaluation design focused on the school, resource provision, pupils and parents. 19 pupils and their families formed nested case studies within eight primary and secondary schools. Data collected for each pupil included: school attendance data; standardised surveys; and semi-structured interviews with pupils, parents and teachers. Data collection was undertaken at three time-points during the pupils’ first year of attendance.
Results: Data provide positive evidence regarding attendance, pupil progress and social inclusion during the first year. Academic progress on the SSIS showed an average gain of 8.6%. Pupils completing the Belonging Scale reported a high sense of belonging. Average or above average rates of inclusion on the Social Inclusion Survey persisted over time for most pupils. Social skills increased on the SSIS and behaviour problems decreased.
Conclusions: This study provides evidence to support the effectiveness of a holistic approach, focusing upon the pupil’s social inclusion and development of a sense of belonging as a foundation for academic success.
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