Explain The Importance Of Being Connected With Communication Difficulties

If a child or young person needs more than the support of the school environment, then a multi-agency team will be involved. This would involve the child’s teacher, teaching assistant, the school SENCO, qualified and experienced professionals, for example Speech and Language Therapists and most importantly parents. This might be through a recognized programme such as the Nuffield Dyspraxia Programme, Language through Reading or Social Use of Language Programme, or through a combination of approaches tailored to suit the individual child or young person.

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.

If a child is to achieve the Every Child Matters outcomes laid out in the EYFS, their speech, language and communication needs must be met. If they are not met, it can lead to challenging behaviour, a lack of attainment and isolation. Therefore it's vitally important that practitioners recognise the signs of potential difficulties and know where to go for more information and support.

There is a range of communication technology aids available, including devices known as Voice Output Communication Aids (VOCA) and Augmentative and Alternative Communication (AAC). VOCA are dedicated to communication and may not have any computer functions. AAC devices are either symbol or text based. There are also communication software that can be added to a computer, mobile phone or PDA to enable a person to type what they want to say and play it back so others can hear what was typed.

Set up meetings to talk to other adult if has been miscommunication. Seek advice from SENCO if need help off another agency such as a speech or language consultant. Clarify role in communicating with parents or colleagues within setting. Department of Education gives information about other local agencies that will help to communicate with families from a variety of religions and cultures. |

Explain how positive changes to the communication environment can support communication development for children and young people with behavioural, emotional and social difficulties.

For this question I am going to explain strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions.

For most children there is no clear reason as to why there is a delay in the development of speech, language and communication skills. Therefore, an adult should never assume that the child’s speech, language and communication problems are due to hearing loss. It may be that the child is experiencing communicating difficulties that are unrelated to their hearing problems because the child may not have acquired the vocabulary necessary to express his thoughts and actions.

Speech, language and communication difficulties can have a profound and lasting effect on children’s lives and development. These can affect their ability to communicate and interact with others. The impact of these difficulties will vary depending on the severity of the problems, the support they receive, the demands of the child’s environment

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

The speech therapist will have regular contact with the child, parent and GP to ensure the best possible outcome for the child. We too can contact health professionals at any required time or if an issue arises within the setting.

But “if there is a difficulty understanding what people say, difficulty speaking or forming sounds or words and using language in appropriate social contexts then this can affect a child’s behaviour and emotional development”. (Speech, Language Communication Action Plan 2011)

The mother reported being able to understand most of child is saying. The mother reported that other people can understand what her child is saying. She thinks her child walks, runs, and climbs like other children his age. The mother reported that the child family does not have a history of childhood hearing impairment. The mother reported no medical problems in the last several months. The mother is not concerned about her child behavior. She is not worried about anything with her child. Since the child only struggles were in the communication section, I would make recommendation for this section. The child struggled to make comparison of words; I would recommend him practicing comparison words to improve his communication. I would recommend the parent provide an activity or work sheet for the child to practice comparison words. The final recommendation I would make, would be that the parent and the child engage in more conversations. The child had a difficult time repeating two sentences that was previously said to him. These recommendations would enhance the child communication to keep him on track for developing at his

Andres was diagnosed with autism when he was two years old, he is now thirteen years old. He is loved by his family and we are totally devoted to him. Andres presents the following conditions which require a 24 hours supervision.