Support Speech Language And Communication

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

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.

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

They offer advice and support for schools and/or parents of those children with special educational needs. They work in close proximity with the special educational needs co-ordinator, spending time with individual children and trying to derive the reasons for their behaviour or learning problems. Once the reasons have been established, they will then present their findings to both the school and the parents. They work with schools to help assess a children’s special educational needs and to develop the necessary programmes of intervention. They may also work on a wider level, for example, helping the school to develop a communication-friendly environment.

First, the Speech-Language Therapist (SLT) will test your communication skills to learn about your individual needs. Then he or she will design a treatment programme to help any communication problems you may have - including LPD. For example, if an SLT was working with a child who had Language Processing Disorder, he or she would probably start by guiding the child through many games that challenged their memory, listening skills and word-finding skills.

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.

When children are identified as not following the normal (expected) patterns a number of agencies may be able to involve themselves . There are some cases that may involve joint partnership; this means a multi agency approach to the issue. There will be some cases that focus on working with the family; this could be for reasons such as cultural or social issues. Professionals can be involved in intervention with children, these are: Additional learning support staff work within and outside schools providing a range of services to help children who have certain specific educational needs.

environment are the views of a child, letting them lead communication and following their interest,

Speech and language therapy helps provide children, young people and their families with life changing treatments and support. Speech and language therapy can provide a wide range of help the services are mainly known for helping children and young people with communication problems but they also help children and young people that have problems eating, drinking and swallowing. Using specialist skills, the speech and language therapy work directly with clients and their careers and help develop tailored support that suits their individual needs. These therapists work alongside teachers and other health professionals, such as doctors and nurses the people that benefit from speech and language therapy range from all ages.

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

The team will usually be made up of experienced staff who have a management position: the deputy head, the business manager, Foundation Stage manager, Key stage leaders and Special Educational Needs Coordinator. They should meet on a regular basis (e.g. once a week) to discuss issues that have come up and make strategies regarding the school improvement plan and decisions made at governing meetings and discuss how this information will be spread to teachers and support staff. SENCO, Special Educational Needs Coordinator: This person is responsible for the pupils with special educational needs in the school, their role includes: 1 Liaising with parents of SEN pupils and other professionals who interact with them.

It is very important for multi agencies to work together to help support the needs of the child, parents or their carers. There are many positive outcomes of different professionals working together with the children and their parents to achieve positives outcomes to develop the child’s ability. Working in partnership with other colleagues, practitioner’s building a good stable relationship helps to provide care for children in a secure environment having the same members of staff helps build relationships better it is important to work together so that all members of staff are on the same page and the children are being cared for. Working with other professionals such as SENCO, speech and language therapist, social workers to help provide

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.

. ROLES, ROUTINES, REFLECTIONS 15 Discussion and Implications The information provided in these chapters extends beyond the confines of this particular study of three children in three classrooms. It provides important information concerning the procedures, the problems, and the promise for integrating special education programs involving children with language difficulties into regular education classroom activities and discourse. It provides a glimpse into three separate but similar attempts to remediate children's language difficulties in a shared domain, i.e., the classroom, while recognizing the significant responsibilities and contributions of each of them members, i.e., the special education teacher, the regular education teacher, and

Any child unable to communicate the language of the child-care setting will be disadvantaged, specialised help needs to be available to ensure that the child learns and practices English. A child anxiety will increase if it is surrounded by unfamiliar linguistic environment.