Editorial: Research and practice in the language and communication needs of adolescents in secondary education

Abstract

We are delighted to deliver this special issue focusing on the language and communication needs of secondary age students. Such a focus is particularly pertinent at this present time. Research has now shown that the educational needs of children with identified speech, language and communication needs (SLCN) often persist well into adolescence and beyond (Snowling et al., 2001; ContiRamsden et al., 2009;Durkin et al., 2009). Furthermore, the impact of SLCN on social and emotional development and subsequent life attainment is proving to be pervasive for a significant proportion of these young people (Clegg et al., 2005;Durkin and Conti-Ramsden, 2007;Lindsay et al., 2007). In addition, there is evidence to show that language and communication are essential to many young people in their overall life attainment, such as gaining academic qualifications, entering employment and negotiating the psycho-social demands of everyday life (Stothard et al., 1998;Clegg et al., 2005;Durkin and Conti-Ramsden, 2007;Palikara et al., 2009). Children and young people growing up in areas of significant socio-economic deprivation prove to be a particularly vulnerable group. Findings from several early studies indicate that many of these children and young people have impoverished language and communication skills that persist through childhood and into adolescence (Locke et al., 2002;Myers and Botting, 2008).Given the robust findings of the impact of SLCN on children's academic and social development through childhood, into adolescence and beyond -and the concerns about the life prospects of young adults with SLCN -more attention should be paid to the needs of these pupils as they go through their secondary school education (11-18 years). However, in comparison to primary age children, this age group tends to receive much less language and communication support (Bercow, 2008). Yet, the secondary school setting is particularly demanding of young people's speech, language and communication skills with respect to teaching delivery, varying teaching styles, a range of teaching personnel and the physical environment.There is now increasing recognition of the continued development of language and communication skills though adolescence and more awareness of the need for intervention in collaboration with education at the secondary school age. However, very little is known about how models of intervention should be developed to meet the needs of this age group and how to evaluate these models.This special issue provides an opportunity to highlight this particular group of pupils and to explore some of the ways in which their speech, language and communication needs can be met. The five articles presented in this issue address a range of client groups, including adolescents

Speech-language therapy for adolescents with written-language difficulties: The South African context

“…Th e respondents specifi cally stated that training with regard to collaboration with teachers is needed, as well as training in the provision of information to educators in order for them to make appropriate referrals and accommodations in the classroom. Th ere is increasing awareness of the need for collaboration between speechlanguage therapists and professionals in the secondary educational setting (Vance & Clegg, 2010). Most respondents also felt that the greatest need in providing intervention to adolescents with written-language diffi culties lay in the area of assessment.…”

“…There is currently an internationally increased focus on the constant development of the language and communication skills of adolescents throughout their secondary school education (Vance & Clegg, 2010). If an educator notices a learner who shows signs of poor academic performance due to a possible learning difficulty, referral to a speechlanguage therapist should be made (ASHA, 2001).…”

Determining the Changes in Psychomotor Behavior of Adolescents with Special Needs

“…Such a diet could lead to overweight and cardio-metabolic risk and to an impaired cognition and academic performance as well (Naveed, Lakka, & Haapala, 2020). Current studies highlighted that the educational requirements for children with speech, language and communication needs (SLCN) continue in their adolescence and afterwards (Vance & Clegg, 2010). The adolescents with language disorders must be carefully trained for job interviews by means of special intervention programs.…”