Developmental Communication Impairments in Adults: Outcomes and Life Experiences of Adults and Their Parents Purpose This study identifies the outcomes and documents the longitudinal life experiences of adults who attended a specialist residential school for children with pervasive and complex developmental communication impairments. Method Semistructured interviews were carried out with 26 adult ex-pupils who had attended the school and the parents of ... Clinical Forum
Clinical Forum  |   October 01, 2012
Developmental Communication Impairments in Adults: Outcomes and Life Experiences of Adults and Their Parents
 
Author Affiliations & Notes
  • Judy Clegg
    University of Sheffield, South Yorkshire, UK
  • Lydia Ansorge
    University of Sheffield, South Yorkshire, UK
  • Joy Stackhouse
    University of Sheffield, South Yorkshire, UK
  • Chris Donlan
    University College London, UK
  • Correspondence to Judy Clegg: j.clegg@sheffield.ac.uk
  • Editor: Marily Nippold
    Editor: Marily Nippold×
  • Associate Editor: Joe Reichle
    Associate Editor: Joe Reichle×
Article Information
School-Based Settings / Language Disorders / Clinical Forum: Language and Communication Disorders in Adolescents
Clinical Forum   |   October 01, 2012
Developmental Communication Impairments in Adults: Outcomes and Life Experiences of Adults and Their Parents
Language, Speech, and Hearing Services in Schools, October 2012, Vol. 43, 521-535. doi:10.1044/0161-1461(2012/11-0068)
History: Received September 7, 2011 , Revised January 11, 2012 , Accepted March 29, 2012
 
Language, Speech, and Hearing Services in Schools, October 2012, Vol. 43, 521-535. doi:10.1044/0161-1461(2012/11-0068)
History: Received September 7, 2011; Revised January 11, 2012; Accepted March 29, 2012
Web of Science® Times Cited: 4

Purpose This study identifies the outcomes and documents the longitudinal life experiences of adults who attended a specialist residential school for children with pervasive and complex developmental communication impairments.

Method Semistructured interviews were carried out with 26 adult ex-pupils who had attended the school and the parents of 15 of the ex-pupils.

Results Seven key themes were identified from the data, including (a) lack of appropriate support and the impact of this in early childhood, (b) advantages and disadvantages of specialist educational provision compared to mainstream and other provision, (c) changing impact of developmental communication impairments over time, (d) challenging transition away from specialist educational provision, (e) absence of appropriate support for adults with developmental communication impairments, (f) persisting impact of developmental communication impairments on social and emotional functioning in adult life, and (g) differences in perspective between the adult ex-pupils and their parents.

Conclusion Across the adult ex-pupils and their parents, the perceived reported benefits of early intervention, parental support, specialist educational provision, and guidance at times of transitions should inform current service provision for this vulnerable group of individuals and their families.

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