Support Speech Language And Communication

Identify and describe the different strategies and targets that can support children and young people’s speech, language and communication needs.

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.

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

There are many different types of professionals who can offer support to children who are not following the expected pattern of development, the support is usually coordinated by the schools, SENCO (Special Educational Needs Co-ordinator). If a child starts school with a disability the SENCO will have been informed by the child’s parents prior to the child starting. The child may already be receiving support from a number of professionals. For example a child with a physical disability may well be receiving treatment from a physiotherapist, with exercises given to

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 who is learning more than one language will exhibit certain signs if they have an additional or specific speech, language and communication need. It is vital to identify any specific speech, language and communication needs in a child as early identification and assessment is essential to support the child in the setting and at home. The initial concern may come from the parents or carers and then a review of the child's progress can be started.

Speech and language therapists A speech and language therapist specialises primarily in language, communication and speech problems and in some circumstances, may also offer support with feeding problems. They assess, diagnose and develop programmes to help children develop communication skills. This may include verbal (i.e. using speech) or non verbal, using signs, symbols or communication aids. They work closely with families and the settings children attend depending upon the child’s needs and circumstances. Often the best way for a speech therapist to work is by assessing the child’s needs and developing a programme that is then carried out in the child’s setting or home. This allows for more opportunity to practice their skills in a natural

CU1523 Working together for the benefit of children and young people 1.1 Multi-agency working aims to support children and young people earlier to ensure they meet the five Every Child Matters (ECM) outcomes. The five outcomes of ECM state that we need to be working together to achieve the best possible outcomes

For this assignment I will be explaining the terms; speech, language, communication – speech, language and communication needs. For the second part I will go into details explaining how the above mentioned terms support children’s and young people’s development and will also describe the potential impacts . I will be using examples in my work and will also add how adults can effectively support and extend children language, speech and communication needs.

How can an Early Years Setting Support the Needs of Children with Speech Language and Communication Needs

Four key factors that can support an effective speech, language and communication environment are the views of a child, letting them lead communication and following their interest, practitioners can encourage children to vocalise and develop language. Children have their own ideas and wishes about what to read, play, what they want to talk

support the child and find ways to include them as much as possible. Learning difficulties If you are supporting a child with learning difficulties, it is likely that you would have advice and guidelines from other professionals as to how to manage their needs while encouraging their development. They should be encouraged to develop in all areas to the best of their ability and as much as they can.

Case study (adopted from http://www.thecommunicationtrust.org): Sam is an adopted child. Quite early on his adoptive parents had concerns about his speech and language. They noticed he uses very few single words and is very reluctant to communicate with anyone. Initially they thought he is feeling shy or taking time to adjust to new environment but Sam started having more tantrums. They were worried about his communication and ability to cope at nursery school. He was referred to the Speech and Language Therapy Service when he was two years old.

In the early years, collaboration between all members of the education team should be involved (Rosas, Winterman, Droeger & Jones, 2009, p. 48). The educational team consists of professionals working respectfully with family members to help them achieve their goals for their child (Wong, 2016, p. 198). A respectful discussion would occur with the parents about the direction they would like to take. Informing the parents of the observations made during school hours and then provide recommendations of support services to help Zac develop his language skills. For Zac’s particular case, the teacher would recommend visiting a doctor to discuss his language development, they can then provide a referral to a speech pathologist and to get a hearing

Each child with speech, language and communication needs has individual needs, depending on a range of factors, including the nature and severity of their language difficulties, strengths and skills,