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Speech, Language and Communication Needs SLCN LSS

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Page 1: Presentation brighton uni september 16 (3)

Speech, Language

and

Communication Needs SLCN

LSS

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Speech, Language and

Communication needs are one aspect of

SEND

(Special Educational Needs and

Disability)

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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

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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

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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)

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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

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Levels of support and Professional Jargon

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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

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Why focus on SLCN ?

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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

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Meet Charlie

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Rouse Theoretical Model

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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?

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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

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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

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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

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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

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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

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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

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The development of speech, language and communication

• Primary Milestones poster

• Talking Point website-

Progress Checker

www.talkingpoint.org.uk

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Internal and External factors

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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)

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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

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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

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What's the impact?

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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

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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.

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Receptive Language

• Get their Attention

• Minimise distractions

• Give time

• Chunk

• Concepts – everyday words

• Show what you mean

• Talk it through

• Reinforce and Recap

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Expressive Language

• Accept and encourage

• Provide key words

• Recap

• Model and Scaffold

• Feedback

• Teach new words

• Use visuals

• Build the sequence

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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

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Social Language

• Be aware

• Explicit rules

• Support interests and friendships

• Explain sayings

• Manage attention

• Provide feedback on behaviour

• Different situations

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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

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Meet Charlie again

Reflect on your earlier ideas- is there anything you would do differently?

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Any questions?

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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

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Useful websites

• www.ican.org

• www.thecommunicationtrust.org.uk

• http://www.afasicengland.org.uk/

• www.talkingpoint.org.uk

• www.blacksheeppress.co.uk

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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.