presentation brighton uni september 16 (3)
TRANSCRIPT
Speech, Language
and
Communication Needs SLCN
LSS
Speech, Language and
Communication needs are one aspect of
SEND
(Special Educational Needs and
Disability)
Learning Objectives
To understand what is meant by the term SLCN
To understand the impact of SLCN for pupils
To link your knowledge of SLCN to your teaching
practice
The Speech and Language Team
Specialist Speech and Language Teacher Sarah Arjun
Language Support Service
Highly Specialist Speech and Language Therapist Marie Newton
Sussex Community NHS Trust
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)
Our roles
Termly meeting in 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
Levels of support and Professional Jargon
Some terminology… Receptive Language The 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
Why focus on SLCN ?
Educational
achievement
Behaviour/vulnerability
Mental health
Employability Criminality Disadvantage Cycle
•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
Meet Charlie
Rouse Theoretical Model
At first glance...
Charlie is 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?
The Communication Chain Have an 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-monitor INPUT OUTPUT
PROCESSING
Discriminate between sounds
Possible indicators … She’s silly &
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
Signs of receptive language 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
Signs of expressive language 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
Signs of speech sound difficulty
• Missing out sounds
• Substituting sounds
• Missing out syllables
• Difficult to understand out of context
• Reluctance to talk
• Use of gestures
Signs of social communication 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
Typical Language and Communication Development
https://www.thecommunicationtrust.org.uk/media/1590/primary_milestone_poster_-_final.pdf
The development of speech, language and communication
• Primary Milestones poster
• Talking Point website-
Progress Checker
www.talkingpoint.org.uk
Internal and External factors
What are the causes 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)
Special Educational Needs and 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
A quick word about 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
What's the impact?
28
If a child has 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
If you ask a 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.
Receptive Language
• Get their Attention
• Minimise distractions
• Give time
• Chunk
• Concepts – everyday words
• Show what you mean
• Talk it through
• Reinforce and Recap
Expressive Language
• Accept and encourage
• Provide key words
• Recap
• Model and Scaffold
• Feedback
• Teach new words
• Use visuals
• Build the sequence
Speech
• Respond to what 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
Social Language
• Be aware
• Explicit rules
• Support interests and friendships
• Explain sayings
• Manage attention
• Provide feedback on behaviour
• Different situations
Making Mistakes is OK 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
Meet Charlie again
Reflect on your earlier ideas- is there anything you would do differently?
Any questions?
Further Reading: Time to talk- Jean Gross
Time to Talk: Implementing outstanding practice in speech, language and communication (David Fulton / Nasen)
Paperback– 21 May 2013
Useful websites
• www.ican.org
• www.thecommunicationtrust.org.uk
• http://www.afasicengland.org.uk/
• www.talkingpoint.org.uk
• www.blacksheeppress.co.uk
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.