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Presentation brighton uni september 16 (3)
This document provides information about speech, language and communication needs (SLCN) and the roles of professionals who support students with SLCN. It defines terms like receptive language, expressive language, and social communication. Signs of different types of SLCN are outlined. The impact of unidentified SLCN on educational achievement, behavior, and future outcomes is described. Strategies teachers can use to support students with receptive, expressive, speech and social language needs are suggested. The importance of allowing mistakes and providing feedback is emphasized.
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Presentation brighton uni september 16 (3)
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- 2. Speech, Language and Communicationneeds are one aspect of SEND (Special Educational Needs and Disability)
- 3. Learning Objectives To understandwhat is meant by the term SLCN To understand the impact of SLCN for pupils To link your knowledge of SLCN to your teaching practice
- 4. The Speech andLanguage Team Specialist Speech and Language Teacher Sarah Arjun Language Support Service Highly Specialist Speech and Language Therapist Marie Newton Sussex Community NHS Trust
- 5. Our Roles SALT (NHS):Speech and language therapy is concerned with the management of disorders of speech, language, communication and swallowing in children and adults. Specialist Teacher (LEA): we give teachers and teaching assistants training and advice about meeting pupils’ speech, language and communication needs (SLCN)
- 6. Our roles Termly meetingin school with Senco (Special Educational Needs Coordinator) Interdisciplinary working: Liaise with other professionals i.e. Teachers, Educational Psychologist, Caseworkers, Paediatricians, School Nurses, Ots, Police and Court Liaison Service… Working with parents: meetings, training, reports, phone calls
- 7. Levels of supportand Professional Jargon
- 8. Some terminology… Receptive LanguageThe ability to understand what is said, including understanding of spoken words (vocabulary/ semantics), sentences (grammar), instructions and stories (narrative) Expressive Language The ability to express self in spoken language including words (vocabulary/ word finding), sentences (syntax/ grammar) and story telling (narrative) Social communication The ability to communicate effectively in social situations (pragmatics) Speech The ability to discriminate between and/ or use speech sounds Dysfluency Stammering or stuttering where sounds and/ or words are repeated or may be difficult to produce without effort
- 9. Why focus onSLCN ?
- 10. Educational achievement Behaviour/vulnerability Mental health Employability Criminality DisadvantageCycle •Vocabulary at 5 is a powerful predictor of GCSE achievement •2/3 of 7-14 year olds with serious behaviour problems have language impairment 40% of 7 to 14 year olds referred to child psychiatric services had a language impairment that had never been identified 47% of employers say they can’t recruit staff with the communication skills they need 65% of young people in young offender institutions have communication difficulties Children from low income families lag behind high income counterparts by sixteen months in vocabulary at school entry
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- 13. At first glance... Charlieis in your Year 2 class Using Rouse’s theoretical framework of Knowing/Doing/Believing: What do you know about Charlie’s speech and language skills? What would you do to support him? Do you believe you can support his language developement?
- 14. The Communication Chain Havean idea of meaning to be conveyed Find the right words (semantics/ word finding) Put the words in a grammatical sentence- right order, tense, word endings, pronouns etc Select the right sounds (phonology) Co-ordinate instructions to lips, jaw, tongue and vocal cords Say the words aloud (articulation) Understand the meaning – literal and non-literal Understand sentence structure (grammar/ syntax) Understand words (semantics) Remember what is said in the right order (auditory sequential memory) Hear Understand non-verbal communication- body language, facial expression, tone of voice Listen/ attend Self-monitorINPUT OUTPUT PROCESSING Discriminate between sounds
- 15. Possible indicators … She’ssilly & disruptive in lessons He always does the wrong thing He copies all the time She’s always last to start He doesn’t know what to do because he Doesn't listen He never listens
- 16. Signs of receptivelanguage difficulty • Poor listening skills • Child who appears to have listened but doesn’t know what to do • Distractible in groups • Switching off during teacher input • Not following instructions • Not understanding more abstract words and ideas • Echoing teacher • Watching others to see what to do
- 17. Signs of expressivelanguage difficulty • Reluctance to talk • Substituting or missing words out • Leaving off grammatical word endings • Lack of descriptive language • Easily muddled when talking • Difficulties explaining events outside the ‘here and now’ • Needs examples to generate ideas
- 18. Signs of speechsound difficulty • Missing out sounds • Substituting sounds • Missing out syllables • Difficult to understand out of context • Reluctance to talk • Use of gestures
- 19. Signs of socialcommunication difficulty • Appearing over familiar or aloof • Not following unwritten rules of social situations • Literal interpretation • Rigidity • Needing to ‘switch off’ • Repetitive questions or topics • Calling out or interrupting • Not taking turns • Getting on better with younger children • Over-precise
- 20. Typical Language and CommunicationDevelopment https://www.thecommunicationtrust.org.uk/media/1590/primary_milestone_poster_-_final.pdf
- 21. The development ofspeech, language and communication • Primary Milestones poster • Talking Point website- Progress Checker www.talkingpoint.org.uk
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- 24. What are thecauses of SLC difficulties? Factors outside child Lack of stimulation Poor language models Position in family Emotional abuse Impoverished speech and language skills Transient difficulty- likely to catch up with language stimulation. Factors within child Some children have their primary difficulty with speech/ language with no other impairment-known as or SLI (Specific Language Impairment) or language disorder Part of more generalised learning difficulties or another condition such as: hearing impairment/ ASC/ Down’s syndrome/ ADHD/ Cerebral palsy (a secondary SLC difficulty)
- 25. Special Educational Needsand Disability (SEND) Code of Practice (0-25) • Statutory in schools since September 2014 • Based on principles of inclusion in mainstream education for all children • Focus of reforms is on high quality teaching and learning for all pupils • Class and subject teachers have a greater role in the initial information and gathering process for potential SEN Assess/Plan/Do/Review Special educational needs and disability code of practice: 0 to 25 years Ref: DFE-00205-2013 PDF, 3.23MB, 292 pages
- 26. A quick wordabout EAL Bilingualism Multilingualism Speaking more than one language does not create a speech, language difficulty. BUT You can be multilingual and have speech and language needs! http://www.londonsigbilingualism.co.uk/pdf/englishadd.pdf
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- 28. 28 If a childhas a communication problem, this can lead to: • Increased levels of anxiety and frustration • Impaired development of emotional literacy and potential mental health issues • Reading and writing difficulties • Problems with social interactions ALL of the above can lead on to: • Behavioural difficulties (particularly if the communication problem is unrecognised), school exclusions.. youth justice system
- 29. 29 If you aska child to do something and they don’t do it, it could be because: • They didn’t hear. • Too much else is going on inside their head. • They don’t want to. • Their attention is elsewhere. • They didn’t understand what you said. • They don’t know how to tell you they don’t understand.
- 30. What can youdo?
- 31. Receptive Language • Gettheir Attention • Minimise distractions • Give time • Chunk • Concepts – everyday words • Show what you mean • Talk it through • Reinforce and Recap
- 32. Expressive Language • Acceptand encourage • Provide key words • Recap • Model and Scaffold • Feedback • Teach new words • Use visuals • Build the sequence
- 33. Speech • Respond towhat the child says not how he says it • Listen carefully to them and praise verbal contributions • It’s ok to say you don’t understand. • Use the context to support understanding of what they are saying • Do not correct directly but provide a model for the child: i.e. if she says ‘I need my toat’, you can say: ‘Your need your coat, your coat is on the peg’. • It takes a long time to change well established habits, think small steps at a time! • Be aware of the increased risk of the child having difficulties in learning to read and spell • Give them time to revise phonological awareness activities
- 34. Social Language • Beaware • Explicit rules • Support interests and friendships • Explain sayings • Manage attention • Provide feedback on behaviour • Different situations
- 35. Making Mistakes isOK Key Messages: • Mistakes can be positive – a chance to grow • It takes two for communication to breakdown Strategies: • Model “its ok to ask for help” • Help them to recognise the reasons they don’t understand; – they don’t understand a word – they didn’t listen – they can’t remember
- 36. Meet Charlie again Reflecton your earlier ideas- is there anything you would do differently?
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- 38. Further Reading: Time totalk- Jean Gross Time to Talk: Implementing outstanding practice in speech, language and communication (David Fulton / Nasen) Paperback– 21 May 2013
- 39. Useful websites • www.ican.org •www.thecommunicationtrust.org.uk • http://www.afasicengland.org.uk/ • www.talkingpoint.org.uk • www.blacksheeppress.co.uk
- 40. Glossary of Terms SLCN:Speech , Language and Communication Difficulties SLI-Specific Language Impairment- when there is a disparity between receptive and expressive language skills and cognitive skills(non verbal skills) Non-verbal communication-How we communicate non-verbally e.g. using gestures Attention and Listening-The ability to engage and focus on what is being asked and on the task at hand. Auditory Memory-The ability to be able to retain instructions immediately after the instruction has been given and remember what is said in the right sequential order. Receptive’ Language: understanding spoken language Expressive Language : using spoken language Grammar-The structure of language and the words we use e.g. verb tense, word order, word endings Semantics- The ‘meaning’ of words that we use Speech/phonology -The sounds we process and use for articulation. Social Skills- The non-verbal skills we understand and use , i.e. body language, rate, intonation, conversation skills including the ability to have and repair conversations.