Over a million children with Developmental Language Disorder missing from SEND reforms

Over 1.3 million children and young people with Developmental Language Disorder risk being overlooked in the Government’s SEND reforms, according to Speech and Language UK.

In its new report, The Missing Million, the charity calls on the Department of Education to build a SEND system that no longer misses children and young people with Developmental Language Disorder, but instead supports them and creates space for them to thrive.

It notes that while the Schools White Paper refers broadly to speech, language and communication, it does not clearly identify or protect one of the largest groups of children with additional needs, those with Developmental Language Disorder.

What is Developmental Language Disorder?

Developmental Language Disorder is a lifelong condition that makes it much harder for people to talk and understand words. They might also find it harder to do things like put words in the right order or follow a conversation.

Children may struggle to process instructions, follow classroom talk or express themselves clearly. Too often, that is mistaken for bad behaviour, low ability or a lack of effort. As a result, many fall behind at school. Some become anxious, withdrawn and isolated. Others carry the effects into adult life.

The charity says practical solutions already exist and that specialist provision, early identification, expert support, and clearer system design can all help make inclusion a reality.

Ministers need to be serious about inclusion

Jane Harris, Chief Executive of Speech and Language UK, said: “The Government is right to say it wants an inclusive SEND system that enables all children to thrive and achieve. But our report shows there is still a major blind spot at the heart of these reforms.

“One of the biggest groups of children and young people with SEND are not mentioned once in this document and have never been talked about by the Secretary of State. If ministers are serious about inclusion, they must stop leaving children with DLD hidden inside broad language and instead make sure they are clearly recognised and properly designed for before the consultation closes.”

Steve Jamieson, Chief Executive of Royal College of Speech and Language Therapists, added:  “The Government’s SEND reforms must ensure that children and young people with DLD get the support they need. This means better training for education staff, alongside improved access to specialists such as speech and language therapists, as part of a wider system that supports all children and young people with speech, language and communication needs.”

Alison Bloomer

Alison Bloomer is Editor of Learning Disability Today.

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