IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v18y2021i8p4107-d535474.html
   My bibliography  Save this article

Developmental Language Disorder (DLD) in Young People Leaving Care in England: A Study Profiling the Language, Literacy and Communication Abilities of Young People Transitioning from Care to Independence

Author

Listed:
  • Judy Clegg

    (Division of Human Communication Sciences, Health Sciences School, University of Sheffield, Sheffield S10 2TS, UK)

  • Ellen Crawford

    (Department of Psychology, University of Sheffield, Sheffield S1 2LT, UK)

  • Sarah Spencer

    (Division of Human Communication Sciences, Health Sciences School, University of Sheffield, Sheffield S10 2TS, UK)

  • Danielle Matthews

    (Department of Psychology, University of Sheffield, Sheffield S1 2LT, UK)

Abstract

Research indicates children and young people in care have a high prevalence of Developmental Language Disorder (DLD) as part of a complex set of vulnerabilities. This study describes the profile of language, literacy and communication abilities of a cohort of care leavers. The language, literacy and communication abilities of 44 young people leaving care between the ages of 16 and 26 years were assessed using standardized measures. Demographic data about the young people was collected along with a survey to key staff to capture their perceptions and experiences of the language and communication abilities of these young people. Ninety percent of the care leavers’ language abilities were below average and over 60% met criteria for DLD in combination with literacy difficulties, developmental disorders and social, emotional and mental health difficulties (SEMH). The implications of unidentified DLD on the lives of young people leaving care is discussed. Earlier identification of DLD is advocated to enable services to intervene to facilitate more positive outcomes and life chances for this very vulnerable population.

Suggested Citation

  • Judy Clegg & Ellen Crawford & Sarah Spencer & Danielle Matthews, 2021. "Developmental Language Disorder (DLD) in Young People Leaving Care in England: A Study Profiling the Language, Literacy and Communication Abilities of Young People Transitioning from Care to Independe," IJERPH, MDPI, vol. 18(8), pages 1-19, April.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:8:p:4107-:d:535474
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/18/8/4107/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/1660-4601/18/8/4107/
    Download Restriction: no
    ---><---

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:18:y:2021:i:8:p:4107-:d:535474. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.