• Publications
  • Influence
Educational psychology and the effectiveness of inclusive education/mainstreaming.
  • G. Lindsay
  • Psychology, Medicine
  • The British journal of educational psychology
  • 1 March 2007
The evidence from this review does not provide a clear endorsement for the positive effects of inclusion and there is a lack of evidence from appropriate studies and, where evidence does exist, the balance was only marginally positive. Expand
Longitudinal patterns of behaviour problems in children with specific speech and language difficulties: child and contextual factors.
The study confirms the persistence of high levels of BESD over the period 8-12 years and the continuing comorbidity of BesD and language difficulties but also indicates a complex interaction of within-child and contextual factors over time. Expand
Whose Job Is It?
This study examined the perspectives of parents of children with specific speech and language difficulties in the United Kingdom and described the issues they raised when considering provision toExpand
Consultation as a model for providing speech and language therapy in schools: a panacea or one step too far?
In recent years there has been a pressure to introduce an indirect “consultative model” to working with children with speech and language needs. It is favoured by educationists because it avoids theExpand
Evidence of Ethnic Disproportionality in Special Education in an English Population
Differences in the proportions of students identified as having special educational needs (SENs) across ethnic groups have historically been of concern in the United Kingdom and the United States.Expand
The behaviour and self-esteem of children with specific speech and language difficulties.
Behavioural difficulties, but not low self-esteem, are common in children of 7-8 years with SSLD, but the differences in patterns of relationship between parents and teachers, and with respect to children attending mainstream and special schools, challenge simple interpretations of comorbidity. Expand
Children with Specific Speech and Language Difficulties—the teachers' perspective
Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers' viewsExpand
Evaluation of the national roll-out of parenting programmes across England: the parenting early intervention programme (PEIP)
Evidence-based parenting programmes can be rolled out effectively in community settings on a national scale and the impact of research on shaping government policy is demonstrated. Expand
Exploring writing products in students with language impairments and autism spectrum disorders
Oral language skills scaffold written text production; students with oral language difficulties often experience writing problems. The current study examines the ways in which oral language problemsExpand