1. An Introduction to Speech, Language and Communication difficulties.
IDP SLCN Network Day #1
Catherine Pass
Learning Difficulties Team

2. Aims for today To become familiar with the IDP for SLCN
To become familiar with the processes involved in communication.
To have an understanding of the terminology.
To have become familiar with classroom strategies to support pupils with SLCN.

3. Inclusion Development Programme
Quality First Teaching….not SEN!
web-based materials, which include:
teaching and learning resources
training materials
guidance on effective classroom strategies
models of good practice
information about sources of more specialist advice.

4. Activity 1
What do these terms mean?
Speech
Language
Communication

5. Speech Articulation of sound
Co-ordination of the tongue, teeth, soft and hard palates, abdominal muscles and breath to produce sound.
Speech involves language because you have to have a thought to articulate and then be able to construct this thought into words.

6. Language
Language is a rule governed process and incorporates the following aspects: grammar (syntax), meaning (semantics), use (pragmatics), vocabulary. (Link)
Thinking
Remembering: working memory, long term memory
Reasoning
Predicting
Language without speech e.g. writing, sign language.

7. Communication
Use of language and or speech to convey a message to other people.
93% of information transmitted in conversation is done so non-verbally, Mehrabian, 1972.
Consider also the use of intonation (prosody) and how this changes meaning.
Difficulties in reading non verbal communication are a key feature of ASD and SEBD.
Communication requires a sender and receiver.
Receiver – needs to be able to receive it in the first place. They need to hear, listen and understand the message and then show they have understood it through their response.
Sender – needs opportunities to communicate, an ability to formulate a message in thought and to then convey the message in an appropriate form.
After this slide, give out communication chain labels and complete the chain as a group

8. Activity 2: The Communication Chain
Do activity as a whole group

9. Delay versus Disorder
Delay is when language development follows a normal pattern of development but at a slower rate (see stages of language development chart in your pack).
Disorder is where development is different in form or function from other children.
Children with speech and language disorder should be referred to SALT.
Disorder refer to SALT, delay not necessarily

10. A growing area of concern…
It is estimated that in some more deprived parts of the UK up to 60% of children start school with some form of speech, language or communication delay or disorder (ICAN).
Most of these difficulties are due to language deprivation and with the right support can be resolved…..
…..Only 10% of children have difficulties that are persistent and long term.
How does this fit in with your school population?

11. Impact of SLCD on literacy
Phonological awareness affected if input output or stored linguistic knowledge is impaired

12. SLCD and SEBD
“hidden disability”….studies estimate that % of children with SEBD have communication difficulties.
In a summary of research, Stringer and Clegg (2006) estimate that approximately “…40-60% of children with SLCD, not including those diagnosed with autistic spectrum disorders, also experience secondary EBD.”
Poor language skills will affect the ability to understand and express their own emotions and those of others.

13. Receptive language difficulty
Difficulties in understanding spoken language at the level expected for their age.
Can be difficult to identify as children become adept at using visual and contextual cues to support their understanding of what is being said.
Problems arise where the complexity of the language being used outstrips these types of support, as the demands of the curriculum increase.

14. Receptive language difficulty
Points to look out for include:
Difficulty following instructions
Severe and persistent expressive language difficulties
Attention problems, especially in large groups.
Difficulty in answering questions.
Behaviour problems (appears off task, inattentive).
Misunderstanding of written language and of concepts.

15. Top Tips for Support (Receptive)
Keep talk and instructions simple
Assess level of child’s understanding and give input at the right level; make all staff aware.
Allow time and opportunity to respond.
Check understanding of vocabulary; pre-teach topic vocabulary (link).
Reinforce vocabulary and concepts with visual aids and real life objects/activities.
Lemon activity here

16. Expressive Language Difficulty
The ability to use words and to combine words into sentences using appropriate vocabulary, concepts, grammatical structure and meaning.
All of the above are dependent on the ability to retrieve words and syntax from the memory banks.

17. Expressive Language Difficulty
Points to look out for include
Withdrawn and isolated
Difficulty establishing relationships
Behaviour difficulties; may get easily frustrated.
Use of gesture and empty words such as ‘thingy’ and ‘this’ or ‘that’.
Difficulties with literacy as written language reflects spoken language.
Difficulties with sequencing, predicting and inferring.

18. Top Tips for Support (Expressive)
Give the child time to respond and don’t let others talk for them (adults included!).
Model language at the appropriate level.
Link the child with ‘good speakers’ for some tasks.
Prompt child to continue, reinforce and expand on their utterances.
Create reasons to communicate.
Basket activity

19. Tips contd…
Plan and ask open ended questions (despite the fact that it takes time)
If the child can’t think of a word try prompting
Use turn taking games
Barrier games help and can be fun
Model open ended questions

20. Social Use of Language (pragmatics)
Essential for successful relationships with others and managing all aspects of life:
Using language for different purposes.
Adapting language to the listener.
Following the rules of conversation and narrative (topic maintenance, repairs, eye-contact ).
Understanding non-verbal rules.

21. Top Tips for support (Social communication)
Visual timetables to reinforce structure and routine.
Make explicit the start and end of a task/activity.
Give gentle reminders if communication breaks down.
Provide choices and encourage them to tell you what they want.
Use visual cues, real objects and prompts.
Circle time, turn taking, barrier games, role/small world play.
If necessary, explicitly teach turn taking and conversation skills..
First Steps to Emotional Literacy by Kate Ripley and Elspeth Simpson. EYFS and KS1; structured programme, links to SEALs.

22. lemon

23. Word Map

24. A Simple Task Plan

25. Planning an investigation

26. Story frameworks

27. Visual time line

28. Venn Diagram

29. Spidergramme
Look
Sound
Smell
Taste
Feel

30. Attribute Web (use for story writing)

31. Mind map of the Victorians
Mind mapping devised by Tony Buzan

32. Activity 4
In groups of 5, write as many words as you can about holidays on the Post-Its
Now categorise these words as a group

33. Ways of Using the Mind Map
Before a topic to assess prior knowledge
  Add to the mind map as different areas are covered
As a whole class or individual activity
  To send home so parents are aware of topic areas and can reinforce the vocabulary
  To link information learned one year with that learned in the next
After the topic to assess the amount of learning which has occurred.

34. Bradford Schools Online
Special Educational Needs
Learning Support Services
Learning Difficulties Team
Top Ten Tips
QFT Strategies