1. Unit 336 Support Children’s speech, Language and Communication

2. Unit 366 1.1 What are the following terms?
Speech
Language
Communication
Speech, Language and Communication needs

3. Definition of speech
The expression of or the ability to express thoughts and feelings by articulate sounds.
  exchange of spoken words :  conversation
  something that is spoken :  utterance
  a usually public discourse :  address
  language,/ dialect an individual manner or style of speaking
Receptive - what a person understands
Expressive – the words produced
Articulation – pronunciation of words

4. Language:  Communication of thoughts and feelings through a  system of arbitrary signals, such as voice sounds, gestures, or written symbols
Does language burst out fully formed from infants, or do they have to learn it all from the speech communities they are born into?
The word language is often used to describe the process of speaking and listening, but is much more than verbal communication.
Verbal (speech or singing) Physical ( expressions, gestures etc.)
Musical (beat, tempo, etc.) Symbolic (written word & art)
Animals – What language do they use?
Humans – What non-verbal language do we use?
What else do we use in language?
Humans can – Store and recall
Language is the key factor in all children’s development as it provides access to all aspects of human interaction.

5. Language: Key factor to all areas of child development
Using to communicate with others
Understanding concepts
Formulating ideas
Expressing feelings
Relating to others.
Children need lots of real-time language in many different situations as possible.
‘What a child hears is what he/ she will say’

6. What is communication? ‘Verbalization of your thoughts’
The use of recognised symbols connected to a language
The passing of information
The receiving of information
The interpretation of information
The understanding of information
Human ability to utilise language from a set of recognised symbols

7. Speech, Language and Communication Needs (SLCN)
Is the umbrella term most commonly used to describe Children with SLCN It is also viewed as the ‘hidden difficulty’
may have difficulty with only one speech, language or communication skill, or with several. ... Speech, language and communication underpin everything we do – making our needs known, expressing our likes and dislikes, interacting with others and building relationships.
We often take these skills for granted, but many children struggle to communicate. They have speech, language and communication needs or SLCN.
SLCN is often called a ‘hidden difficulty’. Many children with SLCN look just like other children, and can be just as clever. This means that instead of communication difficulties people may see children struggling to learn to read, showing poor behaviour, having difficulties learning or socialising with others. Some children may become withdrawn or isolated. Their needs are often misinterpreted, misdiagnosed or missed altogether. 

8. SLCN cont’d These may be:
Might have speech that is difficult to understand
They might struggle to say words or sentences
They may not understand words that are being used, or the instructions they hear
They may have difficulties knowing how to talk and listen to others in a conversation
They may have one or more of these difficulties

9. Classwork Explain each term Speech Language Communication
Speech, language and communication needs

10. Language & Thinking In depth study of the child
Chomsky (1957) notion of universal grammar is pre-programmed in our minds
Vygotsky (1986) communication turns inwards to develop the way the child can think
Symbolic system (Aitchison 1994)
Deafness & Blindness
We know more now about psychology, language and culture
May account for the ease and speed with which babies world wide learn to use and understand language rapidly becoming skilled linguists and communicators
Language enables us to think in an symbolic way. Word stand for objects & people, even when they are not there. ‘I want Mummy’ when left with child minder
Name feeling and emotions which are not tangible
Complexity of learning words and labels is generally underestimated
A rich symbolic system provided by language is necessary if children are to communicate and share in the life of a culture This very important for young children with serious sensory damage eg deafness and blindness.
The system of signing and touching enables them to classify and order feelings and experiences However, it is the cultural and social aspects of learning a particular language and acquiring vocabulary that will show delay. Eg naming games, what’s that?

11. Development of language
From two to four years – learn grammar –attempts to tidy up irregular plurals ‘mouses’, ‘foots’
Tries to make sense of past tenses ‘goed to the shops’; ‘rided the bus’
Some yr olds change nouns into verbs ‘ I belted myself’ ‘lawning’ for mowing the lawn The average 4yr old acquires over 1600 words
Enrich word store
Development of nervous system and finer muscle control – improves pronunciation – closer to adult forms
From 5 to 8 years influenced by their wider social context and experiences. – pictures, television, films, books etc
It follows that all early years settings must be organised around talk and play between adult & child & child to child
This is good news as it shows the child mind is processing and making sense of rules of lang,
Not from everyday life but from books and oral poetry and story telling

12. 336 2.2, 2.3 EYFS Early Years Foundation Stage
Using EYFS look at Characteristics of Effective Learning,
Identify how adults can promote the introduction of, use of, extension of communication and language development. Pick out words and phrases.
Then look at the sections for Communication and Language. What do you understand to be your role in the development of the child’s CLL?
Identify the expected levels of speech and language development in for children entering early years provision. What factors may effect child development of CLL

13. 336 1.2 Using EYFS and own knowledge explain how SLC support these other areas
Learning
Emotional
Behaviour
Social
Discuss with your group.

14. 336 1.2 Using EYFS and own knowledge explain how SLC support these other areas
Learning – Understanding, problem solving, making links, role play, imagination, creativity
Emotional – Expression,, self worth, affection, enjoyment, self awareness
Behaviour – empathy, co-operation, understands boundaries, under stands the need for turn taking
Social – making friends, co-operation, confident to ask for help/ give help

15. Speech development - Intelligibility – Speech clarity
Phonetic – (articulation) development – ability to pronounce speech sounds ‘phones’
Phonemic – Phonological development – blending to form words
Syntax – Grammar – the rules of constructing a sentence
Semantics – relationships between symbols, words, phrases, gestures and their meanings
Affected by use of dummies in older children

16. Inter-related modes of language
Children & adults use a variety of different ways to communicate
Suggest the different modes.
Non-verbal
Thinking
Listening
Speaking
Reading
Writing
Each mode of language involves a variety of skills that are inter-related
Reading & writing involves more than one – interpreting oral language in written form
Adults in school should provide opportunities for pupils to develop the necessary skills. To become competent at communicating
For some pupils this may be limited due to sensory impairment or other.

17. NON-VERBAL COMMUNICATION
Recalling images
THOUGHT
Body language, Gestures &
Facial expressions, Signing
NON-VERBAL COMMUNICATION
Decoding symbols
READING
Decoding sounds
LISTENING
WRITING
SPEAKING
Punctuation, Recording
symbols, Handwriting, Braille
Pronunciation, Articulating
Sounds & words
Memory
Processing Information
Eye Contact
Auditory discrimination
Written language
Rules of Language
Visual discrimination
Phonics
Oral Language
Phonics
Using sentences
Grammar

18. 331 4.3 336 2.1Support and extend SLC Role play/ Drama Rhymes
Materials (Understanding the World)
Physical activity

19. , Explain the ways in which adults can effectively support & extend the speech, language & communication development of children during the early years
Look at the modes of language, list examples of activities/ experiences which would encourage each skill.
Mode of language
Non-verbal
Skill
Body Language
Activity
Gestures
Thinking
Listening
Speaking
Reading
Writing

20. Factors that may effect Speech Language and Communication
Environmental / social factors
Poverty and poor housing can affect pupils’ educational success. Health, physical development, environmental experiences
Race and culture - Cultural patterns, role models, family traditions
Parental background/ expectations ‘Bernstein suggested that differences in class were the disadvantage of the ‘working class’
Barriers to SLC development
Hearing impairment/ visual impairment
Cognitive & learning difficulties/ delayed and disordered language development
Selective mutes/ shy
Articulation difficulties
One reason problems involving Lang & Comm – without appropriate language and comm skills, it is impossible to access and process the information essential to learning.
No matter how parents may try to provide – may difficulties in providing books and activities to stimulate language and reading.
Lack of parents language skills,
No English when starting school
NC results at 7 indicate that Eal perform less well than pupils with english as fist lang
Traveller families – oral tardition. Boys join the men in family work
Different ways of communicating, lack of ethnic role models
Recently realised that it is the social context of language that is the important factor – it depends on how individual families use language. Some families may be unaware of ways to support their children’s language and communication skills.
Poverty Needs Analysis

21. 336 1.3 How may these difficulties impact on overall development.
Lisping: Child’s inability to articulate a certain sound. Generally stops as the child develops with out adult intervention.
Dysfluency ( stammering) Happens around 3yrs old. Generally understood to be part of the normal pattern of language development. The child’s thoughts are quicker than their speech.
Delayed and disordered language development : difficulties with structuring language:
Phonology sounds, syllables and words
Grammar or syntax – sentence structure or phrases
Semantics – Understanding language (receptive)
Using language (expressive)
5% odf children have
Often reclusive and reluctant to talk
Overcome with support and age,

22. Delayed & disordered language development
Most likely to be caused by:
Minimal brain damage – affecting areas relating to language
Physical disabilities – affecting articulation of sounds
Sensory impairment – affecting hearing or visual abilities
Cognitive difficulties – affecting the ability to process language

23. Autistic spectrum disorder http://www.autism.org.uk/
, Research the following conditions and outline the impact on child development currently and in the longer term.
Outline the main difficulties / conditions for each and impact on child development
Delayed and disordered language development
Pre school language disorders Disorders/
Autistic spectrum disorder
Cerebral palsy
Elective Mute mutism/Pages/Introduction.aspx
Dyslexia dyslexia/guide-for-classroom-teachers/

24. Helping pupils to develop language and communication skills
Brainstorm activities for the following
Talking
Showing
Simple sentences
Repetition
Copying
Being lively
Rules of conversation
TALK ABOUT EVERYTHING!
SHOWING – use real objects/ situations, pictures books, video, audio aids
STRAIGHTFORWARD SENTENCES – language appropriate to child’s level understanding and development. Don’t use baby talk – they need to learn adult speech
REPETITION – especially when introducing new vocab and ideas
COPYING – their sounds and words adding extensions or modelling corrections. Positively reinforce & extend pupils’ vocabulary, sentence structure
BEING LIVELY – Use your tone of voice and facial expressions to convey your interest in what is being communicated
TURN TAKING – ask questions to stimulate pupil responses and to encourage speech. Letting pupils initiate conversation

25. Encouraging or extending language and communication skills
Exploration
Description
Conversation
Discussion
Instruction
Carry out each activity
Exploration : Taped sounds match to objects
Description : Describe what you see as much detail as possible
Discussion: Read this passage & prepare questions to stimulate discussion
Instruction – follow these .
Learners add activities to each heading

26. , , 3.3 a) or b) Plan, implement and evaluate a language activity with a group of children
In your plan to identify how you can encourage / extend the pupils’ language and communication skills as a starting point for this activity.
Appropriate to age and ability
Specific needs
Interests
Home language
Review and evaluate this activity as to how it supported the development of S,L, C activity

27. Early Identification What is early identification?
It is estimated that 2% of all children born each year will have a disabling condition. Many of these children will have speech and or language delays and disorders that may have a significant effect on personal, social, academic, or vocational life. Although some children will develop normal speech and language skills without treatment by the time they enter school, it is important to identify those who will not.
Many people falsely believe that speech-language treatment cannot and should not begin until a child begins to talk. Yet research has shown that children know a great deal about their language even before the first word is said. For example, children can distinguish between their native language and a foreign language, use different nonverbal utterances to express different needs, and imitate different patterns of speech through babbling.
Early identification includes the evaluation and treatment provided to families and their children under 3 years old who have, or are at risk for having, a disability, or delay in speech, language or hearing. A child can quickly fall behind if speech and language learning is delayed. Early identification increases the chances for improving communication skills.

28. Early Identification Who should be evaluated?
Children identified as at-risk or high-risk, such as those from neonatal intensive care (NICU) units, should be tested early and at regular intervals. Other risk factors include:
diagnosed medical conditions like chronic ear infections
biological factors like Foetal Alcohol Syndrome
genetic defects like Down syndrome
neurological defects like cerebral palsy
developmental disorders like delayed language
Children with no high-risk features should be evaluated if their speech and language is not similar to other children of the same age.

29. Early Identification - Professionals
The early identification team may consist of the
Speech-language pathologist, Speech-language pathologists as in any health-care related profession, S-LPs are required to study anatomy and physiology, but they also study neuroanatomy, genetics, human and language development, linguistics, psychology, acoustics and more, which is why they are qualified to evaluate, diagnose and treat a broad range of delays and disorders.
Audiologist are experts who can help to prevent, diagnose, and treat hearing and balance disorders for people of all ages.
Educational Psychologist help children or young people who are experiencing problems that hinder their successful learning and participation in school and other activities. These problems can include a range of emotional and social problems or learning difficulties.
Specialist teachers for deaf, blind, give advice to schools or work in specific units with in schools

30. Early Intervention - Professionals
Neurologist - treats disorders that affect the brain, spinal cord, and nerves, such as: Cerebrovascular disease, such as stroke. Demyelinating diseases of the central nervous system, such as multiple sclerosis.
Otolaryngologist, are physicians (ENT ear, nose, and throat) that specialize in the treatment and management of diseases and disorders of the ear, nose, throat, and related bodily structures.
Pediatrician is a doctor who manages the health of your child, including physical, behavior, and mental health issues. He's trained to diagnose and treat childhood illnesses,
Social worker – Help to families; liaise with different professionals; protect children at risk, help access additional funds or support,
Because speech-language delays and disorders may be due to a variety of causes, each professional makes valuable contributions to the evaluation.

31. Early Intervention / professionals
From the results of the evaluation, certain services may be recommended. Prevention includes those children who have been identified as at-risk, for example, due to low birth weight, for a communication delay or disorder.
Services are provided before a specific diagnosis has been made. Remediation increases function in areas identified as delayed or disabling and may serve to prevent other related problems. For example, remediation of a language disorder can help to offset learning difficulties. Compensation enables the child and the family to make adjustments for limitations, as in some cases of cerebral palsy.
Language is taught in a natural setting. It is presented at the child's developmental level; responses are consistently stimulated; and output is rewarded. Play may be used to teach communication, language models or rules of conversation, such as turn taking
Feeding and swallowing treatment may be needed to sustain life. It can also be used to encourage speech-like movements, stimulate sound production, or increase the child's awareness of speech movements.

32. Factors to consider when working with bilingual children
Different & changing levels of competence involved in speaking several languages. Emerging – still acquiring first language / sometimes mix two
Different situations. Fluent young bilingual able to converse in both languages depending on the need/ responsibility
Range of literacy skills – different cultures write in different directions Japanese vertical, Arabic from right to left, English from left to right
Changing circumstances – moving to another area where culture & community traditions may differ
The bilingual child

33. Identifying pupils with communication difficulties
Difficulty understanding in 1 to 1 of group/ class situations
Difficulty following instructions
Difficulty in pronouncing sounds
Reluctance or refusal to speak
Giving one word answers/ mono syllabic
Repeating sentences
Difficulty in learning rote (rhymes, songs, alphabet, times tables)
Poor memory skills
Inappropriate answers

34. Keep
Keep information short & to the point
Speak
Speak clearly and not too quickly Be
Be a good speech role model
Build
Build pupil’s confidence gradually ( 1 to 1 / small groups)
Develop
Develop concentration skills ( play memory games, encourage sustained activity)
Use
Use stories, tapes, videos to improve listening skills
Use rhythm to sound out names/ phrases, music and songs
Strategies to help pupils with communication and interaction difficulties

35. Also…… Use pictorial instructions and visual clues
Teach social skills as well as language
Teach in a structured way/build on what has been learnt before
Keep set routines
Prepare pupils for new situations carefully
Rewards – use pupils’ favourite activities
Use music ( sing instructions)
Work with others (parents, colleagues, specialists) to provide consistent care and education