Ccld Level 3 Unit 097 Support Positive Practice with Children and Young People with Speech, Language and Comminication Needs

Effective communication is purposeful and is influenced by the context in which it is used. Language is used to communicate for a variety of reasons including entertainment, reporting, demanding, instructing, inquiring, persuading, socialising and so on. These are often reffered to as the functions of language; the purpose behind the communication. For example, " Good morning Seth, time to get up. It looks like it will be a warm day today. What are we having for breakfast? Meanwhile he slowly sits up says "morning" . I used instruction, inquiry and socialising while getting my children up and ready for the day. Being able to use language for a range of purposes is important for a child's language development, equally important is the ability

A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span.

The overarching concept of ‘Getting it right for every child’ is to develop a common approach across all agencies, that supports the delivery of appropriate, proportionate and timely help to all children and young people as they need it. “ the right help, at the right time, in the right way” (GIRFEC)

Personal, social and emotional development is linked with communication development, because both are based in the formation of relationship. Children experience difficulties when they are not being able

When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.

In the early years, collaboration between all members of the education team should be involved (Rosas, Winterman, Droeger & Jones, 2009, p. 48). The educational team consists of professionals working respectfully with family members to help them achieve their goals for their child (Wong, 2016, p. 198). A respectful discussion would occur with the parents about the direction they would like to take. Informing the parents of the observations made during school hours and then provide recommendations of support services to help Zac develop his language skills. For Zac’s particular case, the teacher would recommend visiting a doctor to discuss his language development, they can then provide a referral to a speech pathologist and to get a hearing

Ways of supporting the development of children’s speech. Language and communications is covered in the EYFS framework, to provide this support, the settings much create a language rich environment. One where children have lots of opportunities to interact with adults and with other children. A language rich environment also encourages interactive as there are many interesting things to talk about and places where interactive can take place without any interruptions.

In this essay, I will be explaining how you can and the ways you can support children’s speech, language and communication. I will also be including how we as practitioners/carers can have positive effects on a child’s SLC by giving them the support they need individually, I will be describing the impacts on a child’s speech, language and communication difficulties in the short term and long term on their overall development.

Pupil B requires an intensive language and communication programme devised and monitored by Speech and Language Therapists. Pupil B is aware of which adults are specifically trained and he will respond to them if needed. His LSA’s try to encourage him to communicate his wants and needs; however, there is a level of anticipating as he is functioning at a much lower level of development than his chronological age.

This unit is developmentally appropriate because it covers a topic that can help the development of the children’s physical, cognitive, social, fine motor, gross motor, and emotional skills. Children of this age group need as many opportunities to develop these skills and through our unit, they will get the chance to do so. The children in our group need opportunities to enhance their communication skills. Because of the language barriers in the classroom due to the different nationalities speech delay, and significant hearing loss, they will have opportunities to experience other cultural lifestyles and learn how to speak with people that cannot talk or hear. This unit reflects the needs of our children because the unit will have activities

As adults caring for children it is important to support and encourage them in their speech, language and communication skills.

I am going to talk about the importance of supporting children’s speech, language and communication (SLC) skills. There are various different reasons as to why children may struggle with their SLC but there are also many different ways on how to support them with it.

Language can consist of nonverbal, verbal, and written communication. Because the speech and language comes hand to hand; lacking one can be a reason for another trait to develop. For example, it is most commonly to be unable at pronouncing words well but can formed sentences properly. Or be able to pronounce words properly but may be not able to follow directions well. A child’s speech may be hard to comprehend but there are other sources for the child to communicate; such as phrases and words can be used as substitutions to communicate (Glover, McCormack & Smith, 2015). Perhaps communication is very essential to be able to concept and understand while engaging in a conversation and knowledgeable of the message been conveyed. For this project Miss Lauren Stitz was phone interviewed and contacted on November 2, 2015. Her profession is a licensed Speech-Language Pathologist for a company name “Florida Speech”. This company been operating for at least 10 years and continue on being successful. She currently works in the school system and does home environment job

Following on from the I CAN report (2006) this independent cross governmental review was undertaken by John Bercow (2008) at the request of Alan Johnson, the Secretary of State for Children, Schools and Families (2007), and noted by Mroz (2012) as the most extensive review of Speech Language and Communication Needs (SLCN) undertaken in England. The review, which assessed efficiency and effectiveness of provision for SLCN, was facilitated through major consultation with both parent and professional, alongside personal experience and carried out through discussions and questionnaires. In conjunction with this, support and contribution was made by the Royal College of Speech and Language Therapists (RCSLT) and the DCSF. The RCSLT (2008) highlights how the review is the most significant policy, having long-term impact on the future of SLCN.

Today I worked with child L with Mrs. Anne Stephens (TA) in the library. Mrs. Stephens taught me couple of strategies that speech and language therapist suggested to practice with child L.