As practitioners in the field of special education, we are often faced with the challenge of supporting young people with a range of complex needs. A recent study titled Developmental Language Disorder (DLD) in Young People Leaving Care in England: A Study Profiling the Language, Literacy and Communication Abilities of Young People Transitioning from Care to Independence sheds light on the prevalence of Developmental Language Disorder (DLD) among care leavers and its implications.
This study assessed the language, literacy, and communication abilities of 44 young people aged 16 to 26 years transitioning from care to independence. The findings were startling: 90% of the participants had below-average language abilities, and over 60% met the criteria for DLD, often accompanied by literacy difficulties, developmental disorders, and social, emotional, and mental health (SEMH) issues.
Key Takeaways for Practitioners
Here are some actionable insights from the study that can help practitioners improve their skills and better support care leavers with DLD:
- Early Identification: The study emphasizes the importance of early identification of DLD to enable timely intervention. Regular screening and assessments can help in identifying children at risk and providing the necessary support early on.
- Comprehensive Assessments: Utilize standardized measures like the Clinical Evaluation of Language Fundamentals (CELF-5 UK) and the Test of Word Reading Efficiency (TOWRE-2) to get a detailed understanding of the language and literacy abilities of young people.
- Training for Staff: Ensure that staff, including Personal Advisors (PAs), receive training on recognizing and addressing speech, language, and communication needs. This will help in better documentation and support for care leavers.
- Multi-Agency Collaboration: Collaborate with speech and language therapists, psychologists, and other professionals to create a holistic support system for care leavers. This can facilitate more positive outcomes and life chances for this vulnerable population.
- Advocacy and Support: Advocate for access to speech and language therapy services for all children and young people in care. This includes young people with English as an Additional Language (EAL) who may have recently arrived as unaccompanied asylum seekers.
Encouraging Further Research
The study also highlights the need for further research to understand the complex relationship between DLD and the psycho-social outcomes of care leavers. Practitioners are encouraged to engage in or support research initiatives that aim to explore these associations and develop more effective intervention strategies.
By implementing these insights and encouraging further research, practitioners can play a crucial role in improving the life chances of young people with DLD transitioning from care to independence.
To read the original research paper, please follow this link: Developmental Language Disorder (DLD) in Young People Leaving Care in England: A Study Profiling the Language, Literacy and Communication Abilities of Young People Transitioning from Care to Independence.
