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

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

Children are social learners and it is crucial that all adults working with them need to model good communication through listening and speaking which will aid the development of the child’s friendships, confidence and self-esteem.

Unit 3.3.1 – How communication with children and young people differs across different age ranges and stages of development

1.1 Explain why effective communication is important in developing positive relationship with children, young people and adults.

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.

Adapting your communication by using sign language or pictures, flashcards or slowing down your pace will also encourage a child and giving them

Every child needs communication to help promote their learning and development. Every child needs a good listener and eye contact when talking.

When communicating with children, a number of skills need to be demonstrated to communicate effectively. Children learn to communicate through the responses of others, if they feel they have not had there contributions valued they are less likely to initiate communication themselves appropriate responses reinforce the child’s self-esteem, values this is important in building relationships initiating conversations and finding out the answers to questions builds on the language skills that are integral to child’s learning. In the setting working with children with

Adapting communication based on your audience is very important to ensure that your message is fully understood. Therefore, you must change how you communicate with different people and in different situations.

Non verbal communication is also just as important as verbal communication. Again, using the child with confidence and relationship issues,

1 Explain why effective communication is important in developing positive relationships with children, young people and adults.

Explain why effective communication is important in developing positive relationships with children, young people and adults.

When communicating with children, it is important to talk at their level while maintaining eye contact and use positive body language. We must give them time to understand and absorb what is being said to them. This will make the children feel respected and develop trust and thus they will feel confident to communicate with us. The child’s learning and development will benefit if the adults in their life can communicate effectively about them.

2.1 Explain why effective communication is important in developing positive relationships with children, young people and adults.

Ganz, Lashley, and Rispoli (2010) implemented FCT interventions into multiple children's treatment plans. Their research focused, specifically, on two children who had Autism Spectrum Disorder diagnoses, because neither of the children made significant communication gains after the implementation of the FCT, specifically PECS, treatment. The researchers brought up the lack of literature focusing on FCT (PECS) interventions that do not end up positively impacting a child's communication abilities. Like Tiger, Hanley, and Bruzek (2008); the authors of this article made suggestions regarding the areas the practitioner (whoever is creating the FCT intervention) should evaluate before implementing a PECS, or picture identification, intervention.