Evaluation Of Services For Children And Young People ( 0-19 ) With Speech, Language And Communication Needs

The largest identified area of special need in the school falls under SLCN ( Speech, Language and Communication Need ) as set out in the SEN Code of Practice 2001 where 61% of SEND children have a medical diagnosis of receptive and/or expressive language difficulty, followed by 21% of SEND children with a medical diagnosis of and Autism Spectrum Disorder (ASD). Other types of need are Down’s Syndrome ( 2%), Apert’s Syndrome (2%), Social, Emotional and Behavioural Difficulties SEBD (6%), Dyslexia (2%) and more generally literacy difficulties which are under investigation for potential specific causes (6%). These needs are justifiable as they have been recognised and identified as such by relevantly qualified and external agencies or are in the process of being more specifically identified

When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.

Multi agency teams such as a teacher, speech and language therapist and SENCO work together to support children that have speech, language and communication needs. If a parent is worried about their child’s speech, language or communication, they may visit their GP or a health visitor. The health visitor would identify problems when a child is taken for check ups. For some children if their communication difficulties are linked to other learning difficulties then it can resort to them being assessed by an educational psychologist. Once a delay in the child's development has been recognized the child would then be referred an appropriate specialist service e.g. to a speech and language therapist. It is vital that every educational provision

A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span.

Outcome 2 Know how to work alongside speech, language and communication specialists to use appropriate strategies and targets to support children and young people

The early years framework emphasises a personal and individual approach to learning and development because valuing a child’s individuality, ideas and feelings is an important part of developing an individual approach to the learning and development. A child has universal physical needs such as food, drink and shelter and psychological needs such as love, affection, security, friendship which are essential to maintaining their quality of life. In recognising and trying to meet an individual child’s needs each child’s age, physical maturity, intellectual abilities, emotional development, social skills and past experiences and relationships need to be considered.

From this case study we understand it is important to act quickly to support children who have speech and language or communication needs, as language is crucial to learning and enables one to express thoughts in an organised way. Children with language delay may also find it harder to communicate and form relationships with others. They may become frustrated, leading to possible behaviour problems. Very young children in particular do not have the experience to recognise the reason for their

Joshua’s has been attending attends a local mainstream primary school in Sydney from kindergarten which offers a specialized education program. Joshua currently in grade 2 receives support from a strong support network of professionals which includes speech therapists, occupational therapist, psychologists, family counsellors and teacher’s aide.

An article published by the Journal of Scholarship of the Teaching and Learning Volume 17; Journal number two, pages 85-100 submitted April 2017. Titled, Looping and Attachment in Early Childhood Education: How the Applications of Epigenetics Demand a Change, written by Elena Nitecki. Nitecki addresses her audience of teacher preparation classes, colleges and universities in hopes to help the next generation of child care professionals learn the importance of looping; the theory of students staying with one teacher for 2 or more years, and Epigenetics, the study of genes being changed by environmental and outside factors. In this article we are focusing on the advantages and trials of looping with a concentration on attachment and its effect on emotional, cognitive and physical health in children ages 0-5 in child care and educational settings. Due to the higher demand for child care workers and teachers earlier in life; sometimes, before the attachment between parents is fully

In the childcare setting I supported a child’s learning need by helping them to bond and communicate with other children and other members of staff. This child became particularly attached to one member of safe and it was becoming unhealthy. Sometime it would be to the point where is the member of staff left the room the child would stand at the door and cry until they came back. I supported this child by distracting the child with toys and activities that they liked. I built a good bond and relationship with the child which

autism or self-harm. ”(Lambeth, 2017) Principles and values “The recommendations in this guideline are supported by the following principles: • Put the voices of children, young people and their families at the heart of service design and delivery. • Deliver services that are tailored to the individual and diverse needs of children and young people by ensuring effective joint commissioning and integrated professional working. • Develop services that address health and wellbeing and promote high-quality care. • Encourage warm and caring relationships between child and carer that nurture attachment and create a sense of belonging so that the child or young person feels safe, valued and protected.

The role of emotion within an educational setting integrates elements of secure attachments, responsive connections and nurturing to play a vital role in a child’s development (paraphrased – ‘the role of emotion…’ and ‘NICHD Early Child Care Research Network (2006)’). In addition to guiding moral beliefs, self-esteem and relationships, emotional well-being stimulates a child’s learning capability: “When a child is loved and cherished he is relaxed and in the right state of mind to learn.” (pg. 97 textbook). Therefore, when a child is removed from the security of a primary caregiver and into a new environment, such as in the transition from day-care to school, a child must quickly form a close bond with a key adult whom they can trust (paraphrased – textbook). By ensuring a ‘key person’ relationship is established, teachers can offer the support and comfort of a secure base, succouring the child to function and learn successfully (paraphrased – textbook). Receptive relationships and enjoyable social experiences with teachers and peers endorse emotional development and instill

Attachment theory in the context of Child Care was developed by eminent psychiatrist and psychoanalyst Edward John Bowlby as an outcome of his assignment given by the UN immediately after WWII in order to address the difficulties faced by homeless and orphaned children. The important tenet of attachment theory is that infant’s behavior associated with attachment is primarily the seeking of the proximity of an attachment figure . Within attachment theory the word attachment comes as an affectionate bond or tie between an individual and an attachment figure (usually a caregiver). In child care such bond lies between a child and a caregiver based on the child's need for safety, security and protection, paramount in infancy and childhood. Separation whether temporal or permanent causes anxiety or grief among children. The theory proposes that children attach to careers instinctively The biological aim is survival and the psychological aim is secure. Developmental Psychologist and Co-worker of Bowlby, Mary Ainsworth, in the 1960s and 70s reinforced the basic concepts of John Bowlby by developing a number of attachment patterns in infants through her concept “Secure Base” . Through her experiment “Strange Situation”, Ainsworth identified four different patterns of attachment –

As indicated in this study, a child with special needs has a difficult time handling strong emotions. The reactions can be disruptive to the family setting as well as the classroom if not dealt with appropriately. Many disruptions are due to unwanted behaviors which creates stress on the relationships of everyone surrounding the child.

Sharon Ding and Karen Littleton (2005), Children’s Personal and Social Development, Milton Keynes, Blackwell, The Open University.