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

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.

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.

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

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

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

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.

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

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

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.

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.

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.

The speech therapist work with children one-to-one and go to a place where the children feel more comfortable – which is usually their home or daycare. There are a variety of language activities that the speech therapist does to improve children’s speech. Although each child may be different, many sessions will usually begin with the speech therapist simply just having conversations with the children to help develop their talking and understanding of what other people say. The therapist will also demonstrate sounds by physically showing the children how to move their tongues. Another exercise the speech therapist may use is teaching children different exercises to increase the strength of their muscles in their mouths, tongues, and jaws. Midlands Therapy Services believes that all those exercises are very important in receiving quality results from the child; however, they also believe that family plays a big role also. They believe that it is important that parents demonstrate correct speech and language practices with their children also to help achieve their goals. Children achieving their goals are significantly important and in order for children to do that they must complete the exercises given by therapists to the best of their ability; however, that can become

. 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