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SLNC September 2015

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MikeHayler

This document provides information about speech, language, and communication needs (SLCN). It defines the roles of specialist speech and language therapists and teachers in supporting students with SLCN. It notes that approximately 10% of students have SLCN and 5-7% have them as a primary difficulty. The document discusses factors that can impact language development, both inside and outside of the child, and provides strategies teachers can use to support students with receptive language, expressive language, speech, and social language skills.

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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
SLNC September 2015
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 ?
SLCN fact or fiction? Taken from ICAN Talkboost training - 2012
10% of all young people have Speech, Language and Communication Needs
5-7% of all young people have SLCN as a primary difficulty
Children with weaker vocabularies are more likely to learn new words from incidental exposure than children with larger vocabulary
At least 50% of young people with behaviour/emotional and social difficulties have undiagnosed SLCN
Most teachers are confident in their ability to teach speaking and listening skills
Children from economically deprived backgrounds are at considerable risks of language delays
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? Give your notes to the person sitting next to you who has to put them away until the end of the seminar.
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-monitorINPUT OUTPUT PROCESSING Discriminate between sounds
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
SLNC September 2015
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
Ghoom passage - activity If they didn’t want to ghoom there was no choice but to give the man the chimmage. After an exciting afternoon they emerged and were delighted to find a shebeen. When they went in there was no spanaria to talk about their exploits. Dr Marysia Nash March 2012
What's the impact?
30 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
31 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.
What can you do?
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
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.

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SLNC September 2015

  • 2. Speech, Language and Communication needs are one aspect of SEND (Special Educational Needs and Disability)
  • 3. 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
  • 4. 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
  • 5. 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)
  • 6. 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
  • 7. Levels of support and Professional Jargon
  • 9. 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
  • 10. Why focus on SLCN ?
  • 11. SLCN fact or fiction? Taken from ICAN Talkboost training - 2012
  • 12. 10% of all young people have Speech, Language and Communication Needs
  • 13. 5-7% of all young people have SLCN as a primary difficulty
  • 14. Children with weaker vocabularies are more likely to learn new words from incidental exposure than children with larger vocabulary
  • 15. At least 50% of young people with behaviour/emotional and social difficulties have undiagnosed SLCN
  • 16. Most teachers are confident in their ability to teach speaking and listening skills
  • 17. Children from economically deprived backgrounds are at considerable risks of language delays
  • 19. 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? Give your notes to the person sitting next to you who has to put them away until the end of the seminar.
  • 20. 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-monitorINPUT OUTPUT PROCESSING Discriminate between sounds
  • 21. Typical Language and Communication Development https://www.thecommunicationtrust.org.uk/media/1590/primary_milestone_poster_-_final.pdf
  • 22. The development of speech, language and communication • Primary Milestones poster • Talking Point website- Progress Checker www.talkingpoint.org.uk
  • 25. 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)
  • 26. 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
  • 27. 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
  • 28. Ghoom passage - activity If they didn’t want to ghoom there was no choice but to give the man the chimmage. After an exciting afternoon they emerged and were delighted to find a shebeen. When they went in there was no spanaria to talk about their exploits. Dr Marysia Nash March 2012
  • 30. 30 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
  • 31. 31 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.
  • 33. Receptive Language • Get their Attention • Minimise distractions • Give time • Chunk • Concepts – everyday words • Show what you mean • Talk it through • Reinforce and Recap
  • 34. Expressive Language • Accept and encourage • Provide key words • Recap • Model and Scaffold • Feedback • Teach new words • Use visuals • Build the sequence
  • 35. 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
  • 36. Social Language • Be aware • Explicit rules • Support interests and friendships • Explain sayings • Manage attention • Provide feedback on behaviour • Different situations
  • 37. 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
  • 38. 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
  • 39. Useful websites • www.ican.org • www.thecommunicationtrust.org.uk • http://www.afasicengland.org.uk/ • www.talkingpoint.org.uk • www.blacksheeppress.co.uk
  • 40. 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.