Language disability: A case study

Conclusion This paper has described the intertwining of linguistic, cognitive, and emotional development in a boy who has a severe language disability. Development proceeded through the usual stages and at the expected ages, yet there were interesting shifts and interactions that appear to be a function of Tony’s individual developmental style, and also, possibly, of intervention. One is particularly struck by the diminishing significance of language comprehension difficulties; expressive problems continue to be troublesome, but verbal conceptual ability has developed well and Tony has acquired an enthusiasm and affection for words. He will continue to struggle with verbal expression, but he knows his difficulty well and has made enough strides in working with it to hold his own in a relatively demanding private school. Early identification of the problem and intervention that has spanned nearly seven years have permitted the observation of developmental regressions and advances which, if viewed statically, might have been misinterpreted. More important, the continued involvement has made possible an emotional commitment between student and therapist that, one hopes, has had a steadying effect and that has led to the investment of verbal content with more richly textured meanings.     

Effective Schools?

This article traces the origins and trajectory of effective schools research (ESR) over three decades. The review attempts to (a) categorise and make sense of the voluminous literature on ESR, (b) synthesise and extend the growing critiques of ESR in the Anglo-American community, (c) assess the transnational impact of ESR in developing countries and (d) outline an alternative approach to the study of schools which values school - and classroom - level processes and interactions as they relate to student achievement.