Speech and Language Therapy in Special Educational Needs

“All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential”. Special Educational Needs and Disability Regulations, (2014)

What does a therapist in SEN do? Assessment Advice and support to parents and carers Education and training of other professionals Liaising with other MDT professionals Individual 1:1 therapy Group therapy Joint teaching within the classroom AAC support and advice

Who does a SEN therapist work with? Learning Disability Profound and Multiple Learning Disabilities Autism Spectrum Disorder Speech, Language and Communication Needs Dyslexia Swallowing Difficulties due to a medical condition Emotional and Behavioral Difficulties Mental Health Hearing Loss

Areas of difficulty in SEN Understanding speech, writing and symbols Interpreting environmental sounds Low vocabulary Poor syntax Attentional difficulties Dysfluency Articulation due to physical factors Lack of social skills Kelly, (2002)

How SLT services are deployed RCSLT, (2011). Guidance on quality standards for local authorities and schools as commissioners of speech and language therapy services in the UK

Risks of non-intervention Social interaction problems Reduced environmental control Reduced language development Difficulty initiating communication Reduced educational attainment Problems developing life skills and participating in education Frustration and anger of child Low self esteem, confidence and risk of depression Communicating Quality 3, (2006)

Benefits of intervention Learn strategies to help cope with communication difficulties – SLT builds on strengths and helps compensate for weaknesses (NINDS, 2011) Early intervention increases the likelihood of academic success Training of other professionals – enables them to be able to differential the curriculum and lesson delivery to support the individual child’s needs Able to diagnose speech and/or language difficulty leading to appropriate intervention or support Providing awareness of alternative means of communication such as Makaton, PECS Prevention of low literacy levels and poor educational attainment as associated with SLCN Research suggests a link between communication problems and offending by young people. It is therefore vital that children with speech and language problems and Learning Difficulties have access to skilled support and therapy. RCSLT (2011) Bryan (2004)

Children and Families Act Children and families act 2014 became law in 13 March 2014 It focuses upon adoption; childcare, children and young people with SEN and disabilities, child welfare, family justice, parent’s rights and the role of the children’s commissioner for England. Education, Health and Care (EHC)Plan – single assessment process Support children, young people and their families – birth -25 years Personal budgets for support Local services made available to children and their families LA’s must provide impartial advice, support and mediation services Children’s Commissioner role increased.

EHC Plans Four underpinning principles 1. The views, wishes and feelings of the child and parent 2. The importance of the child and parent, participating as fully as possible in decisions relating to provision 3. The importance of the child and parent, being provided with the information and support necessary to make those informed decisions 4. The need to support the child and parent, in order to facilitate the development of the child and to help then achieve the best possible educational and other outcomes.

Bercow Review (2008) Described SLT provision as a ‘postcode lottery’ and gave recommendations to the government to improve services and provision for children and young people with speech, language and communication needs (SLCN) and their families Communication is crucial Early identification and intervention are essential A continuum of services designed around the family Joint working is critical

The Human Rights Act (1998) Core human rights values Fairness Respect Equality Dignity Autonomy Within the human rights is the right to access education – people with a LD or SEN are entitled to the same educational opportunities as the rest of the population. *This includes speech and language therapy*

An example of what funding can provide Ipad’s and other communication aids Increase a child or young person’s independence Allow children to make choices Allows them to be able to express their needs Enables them to be able to identify their emotions and feelings Enables inclusion as they are able to participate in communicative situations which they typically would not be able to without the help of a communication device Can be customised to meet the specific needs of the child – such as increased viewing size for children with visual impairments Portable – most communication devices are portable allowing children and young people the ability to communicate in various locations

Why we need funding? 50-90% of the LD population have communication difficulties – Enderby and Davis, (1989) 80% of people with severe LD do not acquire effective communication – RCSLT, (2006) One third of all speech and language therapy service in the UK is directed at the LD population – RCSLT, (2006) 89% of children with SEN need speech and language intervention – Bradshaw, (2007) Opportunities for education are limited – Emerson and Hatton, (2008) Children with SEN have the need for a fulfilling social life as much as the general population, however opportunities are limited and they may face difficulties in their interactions with other people – SEN schools offer appropriate social skills

References Autism Spectrum Disorder Foundation, (2017). Why the iPad Is Such a Helpful Learning Tool for Children With Autism? Retrieved 15th Marcvh 2017, from http://www.myasdf.org/site/media-center/articles/why-the-ipad-is-such-a-helpful-learning-tool-for-children-with-autism/ Bercow, J, MP, (2008). The Bercow Report: A Review of Services for Children and Young People with Speech, Language and Communication Needs. Nottingham: DCSF Publications. Children’s and Families Act (2014). London: The Stationery Office Enderby, P, Pickstone, C, John, A, Fryer, K, Cantrell, A and Papaioannou, D, (2009). Resource Manual for Commissioning and Planning Services for SLCN – Learning Disability. London: Royal College of Speech and Language Therapists Human Rights Act, (1998), London: The Stationery Office Legislation gov.uk, (2014). Special Educational Needs and Disability Regulations National Institute of Neurological Disorders and Stroke. (2011). NINDS learning disabilities information page. Retrieved 17th March 2017, from: http://www.ninds.nih.gov/disorders/learningdisabilities/learningdisabilities.htm Royal College of Speech and Language Therapists RCSLT (2006). Communicating Quality 3. London: RCSLT  Royal College of Speech and Language Therapists RCSLT (2011). Guidance on quality standards for local authorities and schools as commissioners of speech and language therapy services in the UK. London: RCSLT Special Educational Needs and Disability Regulation (2014). London: The Stationery Office