1. Speech and Language Therapy in Mainstream Schools (5-18 years)

2. Introduction The client group Primary Education Secondary Education
Consequences of lack of intervention

3. The Client Group Children aged 5-18
Variation in prevalence across age groups
SLI, SSI, Phonological Difficulties, Sensory Deficits, EAL
SEN needs
Transient vs persistent

4. Primary School: The demands
Children are expected to…
Listen to language
Understand language
Respond in structured sentence
Increasing phonological articulation skills
Using language for social development
Literacy Skills (Rose Report, 2009)

5. Our role in Primary Education
40-50% persistent SLCN
Identify and assess children at risk
Direct intervention
Group Intervention
Support teaching staff

6. Secondary School: The Demands
75% have limited language skills (ICAN, 2011)
Children are expected to…
Be competent with written work
Producing narratives
Text Comprehension
Independent Learning
37% of classroom time is written instruction; which often contains multiple meanings (Lazar, Warr-Leeper, Nicholson & Johnson, 1989)
Greater Social Demands needed for forming relationships
Some SLCN only emerge in secondary school

9. Consequences
50-90% of children with SLCN will go on to exhibit reading difficulties (Stothard, Snowling, Bishop, Chipchase, & Kaplan, 1998)
60% of young offenders (Bryan, Freer, & Furlong, 2007; Snow & Powell, 2008)
88% of long-term unemployed young men have SLCN (Elliot, 2011).

10. Why we need the funding?
A focus on speech, language, and communication is seen by some as the key for young people to fit into society
Difficulties with speech, language and communication can have detrimental effects on a child’s future, specifically their health and wellbeing, educational achievements and employment opportunities (Department of Health, 2013; Snowling, John, Adams, Bishop, & Stothard, 2001).

11. Choose us because chocolate helps SLT’s work harder!

12. References:
Durkin, K (1995) Developmental Social Psychology. Oxford, UK: Blackwell
Larson, VL and McKinley, NL (2003) Service Delivery Options for Secondary Students with Language Disorders Seminars: Speech and Language Vol 24 (3)
Larson, VL and McKinley, NL (2003) Service Delivery Options for Secondary Students with Language Disorders: Seminars in Speech and Language Vol 24 (3)
Lazar, RT, Warr-Leeper, GA, Nicholson, CB and Johnson, S (1989) Elementary school teachers use of multiple meaning expressions: Language Speech, Hearing Services in Schools
Montgomery, JK and Kahn, NL (2003) You are going to be an author: adolescent narratives as intervention: Communication Disorders Quarterly Vol 24 (3)
Sage, R (2005) Communicating with students who have learning and behaviour difficulties: A continuing professional development programme: Emotional and Behavioural Difficulties Vol 10 (4)
Snow, CE, Porche, MV, Tabors, PO and Ross Harris, S (2007) Is Literacy
Spencer, S Clegg, J and Stackhouse, J (2009) Summarised in Hartshorne, M (2006) The cost to the nation of children’s poor communication. I CAN Talk series No 2
Wetherall D, Botting, N and Conti-Ramsden, G (2007) Narrative in adolescent specific language impairment (SLI): a comparison with peers across two different narrative genres: International Journal of language and communication disorders Vol 42 (5)

13. Reference Cont.
ICAN (2011). I CAN Talk: Speech, Language and Communication Needs and Primary School-aged Children Issue 6. Retrieved from N_TalkSeries10.ashx
Rose Report (2009). Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties. Retrieved from June-2009.pdf