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

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

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

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)

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

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

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).

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).

Choose us because chocolate helps SLT’s work harder!

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)

Reference Cont. ICAN (2011). I CAN Talk: Speech, Language and Communication Needs and Primary School-aged Children Issue 6. Retrieved from http://www.ican.org.uk/~/media/Ican2/Whats%20the%20Issue/Evidence/ICA N_TalkSeries10.ashx Rose Report (2009). Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties. Retrieved from http://www.interventionsforliteracy.org.uk/assets/Uploads/The-Rose-Report- June-2009.pdf