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Developing a graduated response to Speech Language and Communication Needs (SLCN) within a school setting
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- 2. Developing a graduated approachto Speech Language and Communication Needs (SLCN) within a school setting Follow us: @ehp_uk
- 3. Identifying children andyoung people with SLCN within a School setting Natasha Carley Paediatric Speech and Language Therapist 11/10/2017 Follow us: @ehp_uk
- 4. Aims: • Increase knowledgeand awareness of SLCN in education and the impact they can have on children's’ lives. • Increased awareness of the Universal, Targeted, Specialist approach. • Strategies to increase identification of SLCN in education settings. • Universal and Targeted interventions • Increased awareness of charities and organisations who can provide support and resources for Schools. Follow us: @ehp_uk
- 5. Language is THEkey Good language and communication skills are the foundations of learning, emotional development and socialising. Language and communication skills are important for children to achieve at school and are a strong predictor of later academic success. Without the right help, at the right time, they will be left out and left behind. Follow us: @ehp_uk
- 6. A child withSLCN – their journey I’m 5 years old. I have poor communication and language skills • By the time I’m 11 years old I’m 6 times less likely to do well in English, and 10 times less likely to do well in maths than my chatty friends. • By the end of KS1 I am likely to enjoy School less. • My poor vocabulary means that I am twice as likely to be unemployed in my thirties as my friends with good vocabulary. (ICAN, 2017) Follow us: @ehp_uk
- 7. A child withSLCN – their journey I’m 14 years old. I have poor communication and language skills • I am really behind with my literacy skills – I struggle to access all teaching and exams. • I find it difficult to keep up in conversations with my classmates – I have low self-esteem and weak friendships. • I am more likely to experience anxiety and depression. • I am highly likely to exhibit behavioural difficulties. (ICAN, 2017) Follow us: @ehp_uk
- 8. SLCN in ourClassrooms: What are we dealing with? • 1 in 10 children have a language difficulty. How many in each class? • Language disorder is 7 times more prevalent than ASD. • In areas of deprivation what percentage of children start School without the language they need for learning? • In Primary Schools more children have SLCN than any other special need. • In Secondary Schools the census data reports a fall in SLCN. Is this true? *The Communication Trust and ICAN (2017) Follow us: @ehp_uk
- 9. Identification and Interventionfor SLCN: What’s the plan? Universal All children • Quality first teaching • Communication supportive environment and classrooms • Increase in Teacher awareness, knowledge, and identification Targeted Just below age related expectations • Evidence based interventions with small groups or individual children • Enhanced skills and knowledge in identifying and supporting SLCN • Training to support staff to implement and evaluate interventions Specialist Significantly below expected levels • Individualised, specialist support for children designed and managed by a SALT (ICAN, 2011) Follow us: @ehp_uk
- 10. Universal Approach: Increasing identificationof children with SLCN Staff Training is invaluable. Increase awareness and knowledge of: • Developmental milestones • How children with SLCN present in the classroom • Use of screening tools Follow us: @ehp_uk
- 11. Identifying children withSLCN: Staff Training Providers • NHS SALT service • Commissioned SALT: • RCSLT Guidance: https://www.rcslt.org/speech_and_language_therapy/commissioning/qual_standards_schoo ls • SLT for Kids: http://www.sltforkids.co.uk/ • EHP: www.ehp.org.uk • Specialist Teachers Follow us: @ehp_uk
- 12. Identifying children withSLCN: Staff Training Providers • ELKLAN: www.elklan.co.uk • ICAN: http://www.ican.org.uk/What-we-do/Training.aspx • Language for Learning: http://www.languageforlearning.co.uk/ • HANEN: www.hanen.org • Afasic: http://www.afasic.org.uk/professionals/courses/ • ASEND: www.asend.co.uk Follow us: @ehp_uk
- 13. Identifying children withSLCN: Online Resources and Staff Training • Talking Point • The Communication Trust • Inclusion Development Programme Follow us: @ehp_uk
- 14. http://www.talkingpoint.org.uk/ • Ages andstages • Progress checkers • Free enquiry service • Free resources: • Primary and secondary milestone posters. • Universally Speaking booklets. Universally Speaking is a series of booklets for anyone who works with children and young people. The booklets show where children should be with their communication skills at any given age. Follow us: @ehp_uk
- 15. https://www.thecommunicationtrust.org.uk/resources/resources/resources- for-practitioners/ • Beyond measure:guidance for education staff on using the reception baseline assessment as an opportunity to identify and support children who have SLCN, as early as possible. • Early years, primary and secondary progression tools. The Progression Tools aim to support teaching staff to identify children who may be struggling to develop their speech, language and communication skills. They can also be used to track progression of these skills over time or following interventions. Follow us: @ehp_uk
- 16. Inclusion Development Programme http://www.idponline.org.uk/ TheInclusion Development Programme (IDP): This was developed by the Government to equip teachers, TAs and early years staff with the skills they need to successfully include children with SEN. There are two modules on SLCN, one for school staff and one for those working in early years. They can be accessed here: Follow us: @ehp_uk
- 17. Identifying children withSLCN: Screening Tools • WellComm (6months-6years): A Speech and Language Toolkit for Screening and Intervention in the Early Years. • Speechlink: Provides packages to help with the identification and intervention for KS1, KS2 and KS3. https://www.speechlink.info/index.php Follow us: @ehp_uk
- 18. Universal Approach tointervention for SLCN • Communication friendly classrooms: https://www.thecommunicationtrust.org.uk/resources/resources/resources-for- practitioners/communication-friendly-checklists/ • Communication supporting classroom observation tool: https://www.thecommunicationtrust.org.uk/media/93866/tct_bcrp_csc_final.pdf • SLCF : The SLCF is a free professional development tool, accessible to all, which sets out the key skills needed to support the speech, language and communication (SLC) development of all children and young people. https://www.slcframework.org.uk/ • Elklan training: https://www.elklan.co.uk/courses/practitioners • Word aware: Word Aware is a whole school vocabulary approach to promote vocabulary development in children. http://thinkingtalking.co.uk/word-aware/ Follow us: @ehp_uk
- 19. Targeted Intervention for SLCN: WhatWorks? http://www.thecommunicationtrust.org.uk/ projects/what-works.aspx Follow us: @ehp_uk
- 20. Targeted Intervention forSLCN: • Active Listening for Active Learning • How to listen • Comprehension monitoring and self-help skills • Lego Therapy • Social development programme • http://thewackywarehouse.com/lego-therapy/ • Example Targets: positional and descrtiptive language, behaviour, patience, active listening, peer interaction, problem solving, working independently. • Makaton • language programme using signs and symbols to help communication Follow us: @ehp_uk
- 21. Targeted Intervention forSLCN: • Narrative therapy (Becky Shanks) • Story structure • Story grammar • Concepts who? Where? When? What happens? The end • Black Sheep Press • Pre-Teaching Vocabulary: • Pip St John PTV : https://pipstjohn.files.wordpress.com/2016/10/pre-teaching- vocabulary-pip-st-john-oct-2016.pdf • Victoria Joffe • Word Aware • Vocabulary Enrichment Intervention Programme (KS3-4) • Social Stories • Support for children with ASD and pragmatic language difficulties • Improve children’s understanding of events • Help to understand different perspectives • Respond appropriately when communicating Follow us: @ehp_uk
- 22. Targeted Intervention forSLCN: • Talk Boost KS1 (ICAN): • This targeted intervention aims to support children who have language delay to close the gap/catch up with their peers. • The programme focuses on: Listening, Vocabulary, Sentence building, Storytelling, Conversations. • Training and resource needed • http://www.ican.org.uk/talkboost • Early Talk Boost, Talk Boost KS2 and Secondary Talk also available (see ICAN website for more information) Follow us: @ehp_uk
- 23. When to referfor specialist SALT provision? • Dysfluency. • Significant social communication and interaction difficulties. • Significant/disordered speech and language difficulties. • Selective mutism. • Children who do not make expected progress following targeted intervention. Follow us: @ehp_uk
- 24. The secret togetting ahead is getting started!Mark Twain • What changes could you make in your setting? • When? • Who? • How? Please discuss and share your ideas. Follow us: @ehp_uk
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- 26. Seamus Mannion September2017 Follow us: @ehp_uk
- 27. Who am I? •What does this picture COMMUNICATE about who I am? Seamus Mannion September 2017 Follow us: @ehp_uk
- 28. Who am I? •Seamus Mannion • NASENCO, CCET, CPT3A, PGCE, BA (Hons) • SENCO Consultant at EHP.org.uk •Aspiration as a child – to drive a Fire Engine Seamus Mannion September 2017 Follow us: @ehp_uk
- 29. Demonstrating the impactof Speech, Language and Communication Needs (SLCN) interventions We aim to enable you to: • Have greater understanding of how widespread SLCN are in children • Be able to use SEND learning walks to gather evidence of impact • Be able to use impact statements to demonstrate effective support/ intervention, provided by LSAs, Therapists and even yourselves (SENCOs/ Inclusion Leads) Seamus Mannion September 2017 Follow us: @ehp_uk
- 30. Why highlight Communication? SeamusMannion September 2017 Follow us: @ehp_uk https://www.youtube.com/watch?v=YUcgJZ6pdcE The communication commitment
- 31. “He/ she doesn’t have aSLCN. I can understand what he/ she is saying” A YouGov poll, undertaken by The Communication Trust, of 349 teachers found that only 27% had received training around speech, language and communication and 81% felt they would benefit from more training on this issue. We often focus on the speech and the language but not the COMMUNICATION. Seamus Mannion September 2017 Follow us: @ehp_uk
- 32. Some facts aboutSLCN in the UK • In the UK, over 1 million children and young people – that’s 2 – 3 in every UK classroom – have some form of long term and persistent speech, language and communication difficulty. • In areas of poverty, over 50% of children are starting school with delayed communication skills. • Only 43% of parents of 0 - 5 years olds are able to correctly identify the stages of communication. Source – The Communication Trust Seamus Mannion September 2017 Follow us: @ehp_uk
- 33. Why is itso important to act swiftly with children who may have SLCN? Two thirds of 7-14 year olds with serious behaviour problems have language impairment 60-90% of young offenders have communication difficulties 50-90% of children with persistent communication difficulties go on to have reading difficulties Those with a history of early language impairment are at a higher risk of mental health problems Children and young people with undetected SLCN may be at greater risk of exclusion Seamus Mannion September 2017 Follow us: @ehp_uk
- 34. How can Iuse the work of a SALT to help me in my job? Q. If schools are paying for a therapist why should we be the ones to demonstrate the effectiveness of their impact? A. You might need it on a daily basis. Follow us: @ehp_uk
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- 39. The Role ofa SENCO MONITORING ATTENDANCE Follow us: @ehp_uk
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- 44. LEADING ON SEND Follow us:@ehp_uk
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- 49. MANAGING A TEAM Follow us:@ehp_uk
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- 51. COORDINATING ALL OF THE ABOVE! Followus: @ehp_uk
- 52. Effective use of aSpeech and Language Therapist Please have a quick discussion with a partner about the different ways you feel you could, or already do, use a Speech and Language Therapist in your setting. Seamus Mannion September 2017 Follow us: @ehp_uk
- 53. Effective use ofa Speech and Language Therapist Individual assessment 1-1 therapy Small group work eg Social Communication group To support an EHCP referral To support a CAMHS/ HYMS referral To train staff Environmental assessment (eg sensory) To observe the impact of training/ advice through SEND learning walks Seamus Mannion September 2017 Follow us: @ehp_uk
- 54. SEND Learning Walks using a SALT When to use: Toback up the report/ observations made of a student during a lesson. To back up the report on the classroom environment/ sensory needs In conjunction with a report to class teacher/ subject leader on how well they are meeting the needs of SLCN children Seamus Mannion September 2017 Follow us: @ehp_uk
- 55. Seamus Mannion September2017 Follow us: @ehp_uk
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- 57. Impact Statements and how touse them! Seamus Mannion September 2017
- 58. Seamus Mannion September2017 Impact of the people I line managed
- 59. Seamus Mannion September2017 My impact Follow us: @ehp_uk
- 60. References Seamus Mannion September2017 Follow us: @ehp_uk
- 61. Follow us: @ehp_uk Thanksfor listening! Web: www.ehp.org.uk Phone: 0330 088 8408 Twitter: @EHP_UK Facebook: EHPuk Instagram: @ehp_uk Connect with us
Editor's Notes
- #9 2/3 in each class 50% in areas of deprivation no – SLCN is harder to identify – hidden population
- #10 Better Communication Research programme report Understanding SLCN – profiles of need and provision provides evidence for the need for universal, quality first teaching as the ‘first phase’ in a strategic approach to supporting children with SLCN. The report makes it clear that if this is in place there can be a more cost effective allocation of specialist resources at targeted and specialist levels. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/219622/DFE-RR247-BCRP1.pdf
- #15 Universally speaking: Provides information about what helps children learn to talk and listen, whether they are on the right track and what to do if you have concerns about any of the children you work with
- #18 WellComm - Easy to administer and score, the screening tool uses a unique traffic light system to help practitioners understand the child’s current level of speech and language and to provide a pathway for action, ensuring every child gets the support they need. Complete set £349.95
- #19 SLCF: It is a self-assessment tool which enables individuals to map out their skills, knowledge and confidence in supporting the development of these essential skills in the children and young people they work with. The SLCF provides users with a personalised analysis of their current confidence levels and offers suggestions for next steps in continuing professional development (CPD) including training courses, reading and resources. In addition, at the Universal level, there are opportunities for practitioners to develop their learning through short interactive online activities.
- #23 How much does Talk Boost KS1 cost? Option One Training delivered by an I CAN Communication Advisor - Each training session costs £700 + VAT plus £350 for a Starter Kit set of training materials per training pair (teacher and teaching assistant). The training minimum is one training pair. Option Two We have a regional team of Licensed Tutors who deliver training. Training material Starter Kits are purchased from I CAN at a cost of £350 per training pair + the cost of the Licensed Tutor delivering your training. Prices vary for training but this option usually works out cheaper than option one. Find your local Licensed Tutor here. Additional resources, including all of the activities made into games and the objects needed to complete Talk Boost KS1, have been made into a Toolkit costing £175. This is an optional resource. Both a Starter Kit and Toolkit can be bought together at the same time as a bundle for a discounted price of £480.