Durkin Kevin, Simkin Zoë, Knox Emma, Conti-Ramsden Gina
University of Strathclyde, Glasgow, UK.
Int J Lang Commun Disord. 2009 Jan-Feb;44(1):36-55. doi: 10.1080/13682820801921510.
This investigation is the second paper of a companion set reporting the outcomes of secondary schooling for young people who have been participating in the Manchester Language Study.
To examine the school context of educational results at 16 years of age and to provide information on the adolescents' post-16 activities.
METHODS & PROCEDURES: A total of 120 adolescents with a history of specific language impairment (SLI) and 121 adolescents with typical development (TD) in their final year of compulsory secondary schooling (mean age = 17;4 years) participated in the study. Data on educational placement, special education support and provision of statement of special educational needs (SEN) were collected, along with the provision of access arrangements during examinations. Adolescents were interviewed about their levels of expectation and satisfaction with their examination results and their subsequent post-16 activities.
OUTCOMES & RESULTS: Only a small proportion of adolescents attended special units/schools throughout their secondary schooling; a larger proportion consistently attended mainstream schools. Those in receipt of a statement of SEN performed more poorly in their examinations than those without a statement. Around 60% of the adolescents with SLI were provided with some type of access arrangements during their core examinations. The majority (88%) of adolescents with SLI reported that they were satisfied with their educational outcomes. Most adolescents with SLI (91%), regardless of school placement at 16 years, remained in education post-16, with the majority in college settings.
Adolescents with a history of SLI have continued difficulties throughout secondary schooling, with three-quarters of the sample receiving some form of special education in a variety of settings. Educational attainment varied across different groups of adolescents but was consistently poorer than the attainment of typically developing peers. Young people with SLI in the 2000s appear to have more opportunities to remain in education post-16 than they did in the 1990s.
本调查是一组相关论文中的第二篇，报告了参与曼彻斯特语言研究的年轻人的中学教育成果。
研究16岁时教育成果的学校背景，并提供有关青少年16岁后活动的信息。
共有120名有特定语言障碍（SLI）病史的青少年和121名在义务中学教育最后一年发育正常（TD）的青少年（平均年龄 = 17;4岁）参与了该研究。收集了关于教育安置、特殊教育支持以及特殊教育需求（SEN）声明的提供情况的数据，同时还收集了考试期间的无障碍设施提供情况。就青少年对考试成绩的期望和满意度以及他们随后的16岁后活动对他们进行了访谈。
在整个中学教育阶段，只有一小部分青少年就读于特殊单位/学校；更大比例的青少年一直就读于主流学校。获得SEN声明的青少年在考试中的表现比没有声明的青少年更差。大约60%有SLI的青少年在核心考试期间获得了某种类型的无障碍设施。大多数有SLI的青少年（88%）表示对他们的教育成果感到满意。大多数有SLI的青少年（91%），无论16岁时的学校安置情况如何，16岁后仍继续接受教育，大多数人在学院环境中。
有SLI病史的青少年在整个中学教育阶段持续面临困难，四分之三的样本在各种环境中接受了某种形式的特殊教育。不同青少年群体的学业成绩各不相同，但始终比发育正常的同龄人差。21世纪有SLI的年轻人16岁后继续接受教育的机会似乎比20世纪90年代更多。
