Working with children with speech, language and communications needs in the primary setting

Working with children Working with children with speech, language with speech, language and communications and communications needs in the primary needs in the primary

settingsetting

CommunicationCommunicationWe need means, reasons and

opportunities for communication.

Means How we communicate

Speech, sign language, communication systems

Reasons Why we communicate

Social, feelings, problem solve, debate, argue and entertain

Opportunities Where, when and with whom we communicate

Home, school, friends and family.

Verbal CommunicationVerbal Communication

Speech• The way we discriminate between and produce sounds to build up words, saying them accurately and in the right place

• Speaking fluently without hesitating, prolonging or repeating words or sounds

• Speaking with expression and a clear voice, using pitch, volume and intonation to support meaning

VerbalVerbal CommunicationCommunicationLanguage

ExpressiveHaving words to describe objects, actions and attributes

Using words to build up sentences for use in conversation and narratives

Following rules of grammar, so that things make sense

ReceptiveProcessing and making sense of what people say

Understanding words being spoken

Understanding rules of grammar

The speech and language process…

A.L.U.R.E.

Attention need

Listening hearing, attention level

Understanding comprehension

Remembering auditory/visual memory

Expression fluency, social communication

speech sound system

ALURE happens in this order

Normal development of Normal development of communicationcommunication

• Speech and language development Speech and language development will vary from child to childwill vary from child to child

• A child can differ as much as six A child can differ as much as six months from the ‘norm’ these details months from the ‘norm’ these details are only guidelinesare only guidelines

• Often speech and hearing problems Often speech and hearing problems are only highlighted after school are only highlighted after school entryentry

Speech and language Speech and language delay/disorderdelay/disorder

DelayDelay• The child’s skills are at a developmentally The child’s skills are at a developmentally

earlier stage than would be expected, but earlier stage than would be expected, but are following normal patterns of are following normal patterns of developmentdevelopment

• In the case of a child with learning In the case of a child with learning difficulties, a child’s communication difficulties, a child’s communication development may be at an earlier stage, development may be at an earlier stage, but be in line with other areas of but be in line with other areas of development (Ref. A.L.U.R.E) development (Ref. A.L.U.R.E)

DisorderDisorder• The child’s communication develop in The child’s communication develop in

an unusual way. Some aspects appear an unusual way. Some aspects appear age-appropriate and other may be age-appropriate and other may be behind or not following normal patternsbehind or not following normal patterns

N.B. N.B. Speech disorder may initially appear as delayed, Speech disorder may initially appear as delayed, and may not show features of true disorder until later, and may not show features of true disorder until later, usually by school ageusually by school age

S.E.N. Code of practiceS.E.N. Code of practice

Model of Assessment & IdentificationModel of Assessment & Identification