ABSTRACT
Some children with severe speech and language impairment may be placed in a specialist language unit attached to a mainstream school but, with the current emphasis on inclusion and the frequent failure to identify communication difficulties prior to school entry, teachers increasingly need to be prepared to use a variety of different management strategies to teach and support the children in their classes. Communication skills are fundamental to the learning process and it is important that the teacher is fully aware of the child’s individual difficulties and learning needs when planning the curriculum.
