1. Speech and Language Therapy in Special Educational Needs

2. “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)

3. 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

4. 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

5. 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)

6. 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

7. 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)

8. 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)

9. 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.

10. 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.

11. 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

12. 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*

13. 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

14. 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

16. References
Autism Spectrum Disorder Foundation, (2017). Why the iPad Is Such a Helpful Learning Tool for Children With Autism? Retrieved 15th Marcvh 2017, from
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:
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