mainstream schools ages 5-18 years alanna bauman, isabelle jones, ruth leavett & susan white
TRANSCRIPT
Mainstream schoolsAges 5-18 years
Alanna Bauman, Isabelle Jones, Ruth Leavett & Susan White
The client group• Over one million children in the UK have a communication
difficulty
• We can say that these children have speech, language and
communication needs (SLCN)
Statistics
• Only a fifth of children with SLCN reach the expected levels for
their age in both English and Maths at age 11
• 10% of adolescents have language difficulties
• Only 10% of adolescents with SLCN get five good GCSEs
including English and Maths
• Two thirds of 7-14 year olds with serious behaviour problems
have a language impairment
• Two thirds of young offenders have language difficulties
• Overall figures likely to be underestimated
Impact of SLCN
•Undetected and/or untreated communication problems can
lead to:
•Low levels of literacy
•Poor educational attainment
•Difficulties finding employment•Research has shown a link between communication problems
and offending by young people
Literacy difficulties
•There is a link between spoken language and speech
difficulties and lower literacy levels.
•Limited vocabulary and difficulties understanding language
affect reading ability and comprehension (ICAN, 2009).
•Difficulties with literacy can impact vocabulary learning and
conceptual understanding.
Educational attainment (1)
•At secondary school reading and writing are the main means
of teaching, learning and assessment.
•There is an increasing amount of figurative language used (eg.
37% instructions given by teachers contain multiple meanings)
•Literacy difficulties can then affect academic attainment and
as a result impact educational outcomes.
Educational attainment (2)
•Nathan (2004) found that persistent speech difficulties
significantly impact on educational attainment.
•Children who had persistent speech and language difficulties
performed at a lower level than children who did not have
speech and language difficulties
•The lower level performance was found on all measures,
including reading, comprehension and maths.
Behavioural, emotional and social difficulties
•Children and young people with SLCN are at increased risk
(Lindsay & Dockrell, 2012)
•27-30% of children with SLCN report peer problems between
8-12 years. This figure has been found to rise to 54% for
individuals aged 16 years.
•Children with SLCN reported feeling excluded and isolated
because of their communication difficulties.
Why is speech and language therapy important?• It is vital that children with SLCN have access to skilled support
and therapy.
• Speech and language therapists (SLTs) have the expert
knowledge and skills from specialist and unique training.
• SLTs have a distinct role in assessing, planning, delivering and
evaluating support for children and young people with SLCN.
• Speech and language therapy assistants work with and under
the supervision of speech and language therapists.
A model for effective intervention
Wave 1 Everyday practice in classrooms that develops communication skills All children
Wave 2 Small group additional intervention Just below age-related expectations
Wave 3
Individual intervention with a trained and supported teaching assistant
Struggling
Intensive intervention on an individual basis with a trained language specialist
Lowest attaining
Schools as commissioners of speech and language therapy servicesOffice of the Communication Champion (2011)
Key Documents
• 2011 document from the I CAN Talk Series• http://www.ican.org.uk/~/media/Ican2/Whats%20the%20Iss
ue/Evidence/ICAN_TalkSeries10.ashx• Emphasises the continued development of language in
adolescence:• to access the curriculum• for complex problem solving• to follow increasingly complex instructions• for social interaction
• Highlights the limited provision for adolescents with SLCN• Presents the notion that ‘early intervention’ is misinterpreted
• should not be exclusively applied to early years education instead should be understood as “intervening promptly before SLCN has an impact, whatever the age”
• 2011 NACRO crime reduction charity document• http://www.nacro.org.uk/data/files/speech-language-commu
nications-954.pdf• Formerly the National Association for Care and Resettlement
of Offenders• Concerned with the prevalence of SLCN in young offenders• Stresses the importance of early intervention for children and
young people with SLCN• Also identify a need for identification of SLCN and support for
those already in contact with Youth Justice System• BUT they highlight a current lack of knowledge and support in
current service provision
The Bercow Report (2008)• A review of SLCN services for ages 0-19 years• http://webarchive.nationalarchives.gov.uk/20130401151715/http://w
ww.education.gov.uk/publications/eOrderingDownload/Bercow-Summary.pdf
• 5 key themes identified• "Communication is crucial;• Early identification and intervention are essential;• A continuum of services designed around the family is needed;• Joint working is critical; and• The current system is characterised by high variability and a lack of
equity"• Better Communication Action Plan (2008) • http://webarchive.nationalarchives.gov.uk/20130401151715/http://w
ww.education.gov.uk/publications/eOrderingDownload/Better_Communication.pdf
• Better Communication Research Programme• http://www2.warwick.ac.uk/fac/soc/cedar/better/
Useful Websites
THE COMMUNICATION TRUSThttps://www.thecommunicationtrust.org.uk
Show me the money!
● We believe commissioners should invest in our services to:● Continue providing vital services to primary school aged
children● Develop intervention programmes either directly with
secondary aged children, or train teachers to address the void of service provision currently in the UK
● This will:● Provide support to children of all ages, accurately
addressing their age-specific needs● Limit the academic, emotional and social implications of
SLCN● Limit the potential cost to society of unsupported SLCN
One final thought...Our service should be the commissioner’s ‘Greatest Love of All’
because:
“I believe the children are our futureTeach them well and let them lead the way”
Houston, (1985)