Placement

In children who show good recovery, mainstream education may be the most appropriate placement. For some children who show a moderate degree of recovery, mainstream schooling can be continued with adult support (for example, one-to-one help provided by a learning support assistant or ‘LSA’) to provide a semi-adapted curriculum that is appropriate to the child’s levels of ability. For other children who have more specific needs, it may be necessary to consider alternative settings to ensure a whole school approach to the child’s particular needs.

Children with a profound language loss will usually benefit from learning sign language (along with their families). They may be well accommodated in language units where there is specific expertise in dealing with children with language disorders (although it is important to check for any given unit, the particular focus and provision). Others may be more appropriately educated in schools or units for children with hearing impairment. However, although in many ways, the child with an inability to understand spoken language because of LKS resembles the child with hearing loss, there are differences and these should be addressed in their educational plan.

Where more general learning difficulties exist, schools that cater for an overall slower pace of learning may be the best option. Finally, those with pervasive developmental disorders or autistic spectrum disorders may be best placed in schools or units, which cater for children with autism.