ABSTRACT
This part introduction presents an overview of the key concepts discussed in the subsequent chapters. The part explores the country-specific vignettes. Of the 36 countries involved in the Cooperation in Science and Technology Action, 35 have completed the short summaries of how the needs of children with developmental language disorders are met in their respective countries. The part considers national legislation that contributed to, and indeed continues to, contribute to practice. It focuses on speech and language therapy but the reports include a range of different professional groups, most notably in education. Initially the children described seem to be exceptional cases, but gradually an awareness increased that there was a group of children who needed special education or clinical facilities to support their language development. Progress will be made in scientific terms and in terms of the adoption of best practice if the views are shared across countries and the supporting evidence is tested within a strong empirical European tradition.
