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Wendy Lee - Key Strategies for Meeting the Speech, Language and Communication Needs of Learning Challenged Students in Mainstream Settings - IEFE Forum 2014
 

Wendy Lee - Key Strategies for Meeting the Speech, Language and Communication Needs of Learning Challenged Students in Mainstream Settings - IEFE Forum 2014

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Wendy Lee
Professional Director
The Communication Trust, UK

IEFE, February, 2014

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    Wendy Lee - Key Strategies for Meeting the Speech, Language and Communication Needs of Learning Challenged Students in Mainstream Settings - IEFE Forum 2014 Wendy Lee - Key Strategies for Meeting the Speech, Language and Communication Needs of Learning Challenged Students in Mainstream Settings - IEFE Forum 2014 Presentation Transcript

    • Key Strategies for Meeting the Speech, Language and Communication Needs of Learning Challenged Students in Mainstream Settings Wendy Lee Professional Director The Communication Trust, UK IEFE, February, 2014 www.thecommunicationtrust.org.uk
    • Speech, Language and Communication Needs SLCN
    • Why think about language and communication ..? • Many children with SLCN are taught in mainstream schools • There is a gap in teacher knowledge in identifying and supporting children with language and communication needs Also • Good practice for children with SLCN is good practice for all children
    • Prioritising communication • Every lesson depends on language • Therefore... • Communication is everyone’s business… • Yet it is much misunderstood
    • Verbal communication; integration of 4 components Speech Language 1. Speech sounds 2. Words & meaning 3. Rules; grammar Communication 4. The use of language Important to remember understanding as well as talking
    • It’s a complicated process… Understanding/comprehension Processing and integrating Planning and organising to support Expressive language Receptive skills Listening, attention, perception Expressive skills ‘Talking’ Speech Sounds; e.g. p,b,t,d,k,g, words, sentences, narrative Language in a social context – communication Underpinned by desire, need and confidence to communicate
    • Speech, Language and Communication Needs... • Difficulties can be with – Speech – clarity and fluency of speech – Talking – vocabulary, grammar and combining words and sentences for narrative – Understanding – understanding words, sentences, narratives – Functional and social use of language – using language and understanding verbal and non-verbal rules of communication
    • Some children don’t use spoken language
    • Factors relating to SLCN Part of another condition; Autism; ADHD; hearing impairment; learning difficulties Family history Social disadvantage Factors include: Structural; cleft palate Genetic; Developmental; Premature babies Developmental delay Environmental; Poor communication environment Neurological; cerebral palsy, brain injury Down syndrome, Fragile X
    • Needs led… • Although children might have different impairments, we are concerned with their communication needs… • Where is their communication breaking down? • How can we support them to access learning? • How can we support the development of speech, language and communication?
    • The Scale
    • The Children... The Way We Talk is a film from The Communication Trust It shows seven children with SLCN talk about their life, experiences at school and what is it like to have a communication difficulty http://www.youtube.co m/watch?v=Onqn_7xzp 2Q
    • The Impact Direct links to literacy – Between 50% and 90% of children with persistent SLCN go on to have reading difficulties Learning – children with primary language difficulty achieve lower academically; this gap is growing Social skills – children with language difficulties can often have difficulties with social interaction Emotional skills – Developing emotional intelligence is considered to be largely dependent on language skills Behaviour – behaving appropriately is often dependent on being able to think through problem situations, mediated through language
    • The Effects Poor Language on Reading Comprehension 16 High Oral Language in Kindergarten Reading Age Level 15 14 5.2 years difference 13 12 11 Low Oral Language in Kindergarten 10 9 8 7 6 5 5 6 7 8 9 10 11 12 Chronological Age 13 14 15 16
    • From the research evidence.... WHAT WORKS FOR CHILDREN WITH SLCN
    • A whole community approach 1. Strong leadership – who care about SEN/SLCN; with this, anything is possible 2. Early Identification – there remain huge challenges for teachers in effectively identifying SLCN, with continued misunderstanding of what it is 3. Impactful interventions – children with SLCN need support at all levels, in the classroom, in targeted group work and by specialists 4. Track and monitor progress – children with SLCN do less well at school than peers of similar ability; the setting and measuring of relevant, meaningful and functional outcomes should be at the heart of the system 5. Professional development – there needs to be a structured, systematic and ongoing approach to teacher professional development – this is very important
    • Strong leadership Leaders • School leaders are successful in improving pupil outcomes Whole school approach Specialist support • Our interventions work more effectively with support of school leaders The full report (DCSF-RR108) can be accessed at www.dcsf.gov.uk/research Evidenced interventions; small groups Communication supportive classrooms Trained teachers
    • Early identification Know what you are looking for • Speech • Language • Communication Consider prevalence • What would you expect in your school, class, students.... Know what to expect for their age • Universally speaking Look beneath the surface • • • • Behaviour Literacy Social / emotional Self esteem
    • Impactful interventions • Children with SLCN say... The best people, they understand the nature of my condition...that is the most important thing Young person with specific language impairment
    • Impactful interventions; a communication supportive environment Research has identified the following as important Language learning environment ... The classroom context supports teaching and learning e.g. Labelling in classrooms, quiet corners, visual support, sound and lighting Language learning opportunities ... The what of learning e.g. Small group work Language learning interactions ... The how of learning e.g. the ways in which staff talk with children Tools developed to identify communication supportive classroom practice www.thecommunicationtrust.org.uk 20
    • Visual timetables
    • Impactful Interventions; What works data base What works data base At all levels • Universal ; for all children • Targeted; for some children; e.g. Supporting vocabulary development • Specialist; delivered by specialists for children’s specific needs
    • For example Think time • Benefits for students: – The length and correctness of their responses increase. – Questions from students were more frequent – "I don't know" and no answer responses decreases. – Volunteered, appropriate answers by larger numbers of students greatly increases. – Responses from less able students increases – The scores of students on academic achievement tests tend to increase. • Benefits for teachers; – Questioning strategies tended to be more varied and flexible. – Decreased quantity and increased quality and variety of questions. – Asked additional questions that required more complex information processing and higher-level thinking
    • Components of language are supported • • • • • Listening and understanding Vocabulary understanding and use Sentence construction; grammar Narrative skills Social interaction
    • For example; Support vocabulary and self awareness
    • Helping understand words
    • Visual Support in sentences
    • Support narrative structure
    • Track and monitor progress We have developed tools to monitor and track progress in speech, language and communication
    • Professional development “The ways in which teachers talk to children can influence learning, memory, understanding and the motivation to learn.” (cambridge primary review)
    • The Speech, Language and Communication Framework (SLCF) • An online self-audit tool outlines what you need to know and do in order to support children's communication. • shows training to help develop skills in the areas needed. www.talkingpoint.org.uk/slcf
    • See the website or Get in touch ... www.thecommunicationtrust.org.uk wlee@thecommunicationtrust.org.uk