Study shows around two children in every primary school class has significant language delay
Recent research into school entry age children within Surrey shows that two children from each primary school class may have a significant language delay or disorder. The results come from the Surrey Communication and Language in Education Study, the first study in the UK that concentrates on children’s language ability on entry to school.
The study carried out in Surrey was funded by the WellComm Trust and the NIHR Maudsley Biomedical Research Centre.
Over 170 primary schools in Surrey took part and the study found that 8% or two in a class of thirty children were likely to experience a language delay or disorder. It is suggested that this is associated with poor academic attainment in the first years of primary school. Those with a language delay or disorder included children who have a lack of non-verbal skills.
The study also shows that those with significant language needs are failing to get the specialist support required to fully support the children. The criteria used to gain support requires a below average score, often leaving many children behind. This is due to their non-verbal skills not being seen as impaired enough for specialised support.
The study was undertaken in a wealthier area of Surrey and did not include special needs schools, suggesting that the results should be considered as an estimated minimum and the amount of children who require specialised language support may, in fact, be much higher in other areas.