Speech and Language Disorder

From SEN Wiki
Jump to: navigation, search

Introduction

A child with delayed and/or disordered speech and language development that is not due to factors such as:

  1. Learning English as an additional language
  2. Social deprivation and impoverished language experience
  3. Sensory impairment

The child presents with greater difficulty than the majority of their peers in the following expressive, receptive and/or pragmatic skills:

  1. Communicating their basic needs appropriate to their development
  2. Understanding and using vocabulary and concepts as part of the curriculum
  3. Understanding and participating in group discussions and age appropriate social interaction
  4. Speech impairments (eg, phonological disorder) that makes their spoken language difficult to understand except for those who are familiar with the child’s speech

SLCN may also impact upon social & emotional development (and behaviour). SLCN is likely to primarily impact Speaking and Listening with stronger attainments in practical and visual based learning. However, can also be more pervasive with levels similar to MLD.

Quality first Teaching

  1. Cueing and reinforcing children’s listening/attention
  2. Differentiation of teacher language, ie, key vocabulary, short sentences with simple grammar, chunking/sequencing of concepts, etc
  3. Differentiation of tasks, use of task planners/schedules
  4. Differentiated use of questions
  5. Schemes of work are differentiated including content from earlier years as appropriate
  6. Use of peer support
  7. Visual supports including pictures, signs, symbols, models, examples, etc
  8. Using word/concept maps/webs, topic maps to illustrate/reinforce key language
  9. Modelling, prompting and reinforcing children’s language, eg, provide a framework or model for a response
  10. Checking understanding and reinforcing as required through repetition, rephrasing, explaining and demonstration
  11. Giving the child take up time to process language and to respond
  12. Use of schedules and routines, support for transitions including unexpected change
  13. Physical environment that is organised and well-defined and labelled using written and visual cues
  14. Use of appropriate areas of the room to support speaking and listening skills
  15. Opportunities for direct experience and practical activities including use of ICT.
  16. Opportunities for pre-teaching, overlearning and reinforcement and generalisation of key language
  17. Opportunities to develop speaking and listening skills, social skills and relationships with peers
  18. Use relevant Quality First Teaching to support learning as per MLD section

SEN support

Up to 5 hours individual teaching/13 hours teaching assistant support per week (or a mix of the two as appropriate) and/or the provision of equipment that is not normally available for:

  1. An assessment of child’s SLCN (eg, observation, language samples, screens and checklists) leading to an appropriately targeted intervention programme planned in partnership with the child and their family and as advised by an outside agency where involved
  2. Individual/small group programmes to teach attention and active listening skills, speech sounds, expressive and/or receptive vocabulary, sentence formation, sequencing, comprehension and inference skills, study skills, social interaction skills, alternative communication skills (eg, signing, PECs) etc,
  3. Classroom support to develop speech and language skills and generalisation of skills taught as part of individual/small group programmes
  4. Use of appropriate ICT to reinforce skills
  5. Child’s baselines and subsequent progress accurately monitored and provision regularly reviewed and adjusted in line with their progress over a sustained period (ie, at least 2 terms)

Sources

Leicester CC Provision