Speech, Language and Communication - focus on behaviour and inclusion Intro to Advisory Teacher Role Different to a therapist – looking at SLCN in terms of the curriculum First of four sessions – focus on all the background information required to deliver effective provision for learners with SLCN Rose Brooks SLCN Advisory Teacher Communication and Interaction Team

Impact of poor communication skills BCRP Slide highlights the importance of early SLC intervention and the huge impact of poor skills on later life. National year of Communication Task: Give time to read slide *Good strategy – don’t talk while pupils read, encourage discussion in talk partners or trios SLCN not resolved at 5 1/2 almost certain to have lifelong literacy difficulties Vocabulary at 4 is best predictor of attainment: low SES have 25% less vocabulary on entry to foundation More than half of children starting nursery school in socially disadvantaged areas of England have delayed language - while their general cognitive abilities are in the average range for their age, their language skills are well behind (Locke et al, 2002) A survey of two hundred young people in an inner city secondary school found that 75% of them had speech, language and communication problems that hampered relationships, behaviour and learning (Sage, 1998) Vocabulary at age 5 has been found to be a strong (from a range of measures at age 5 and 10) of whether children who experienced social deprivation in childhood were able to ‘buck the trend’ and escape poverty in later adult life (Blanden, 2006). Researchers have found that, after controlling for a range of other factors that might have played a part (mother’s educational level, overcrowding, low birth weight, parent a poor reader, etc), children who had normal non-verbal skills but a poor vocabulary at age 5 were at age 34 one and a half times more likely to be poor readers or have mental health problems and more than twice as likely to be unemployed as children who had normally developing language at age 5 (Law et al., 2010). It is never too late. Re-conviction rates for offenders who studied the English Speaking Board’s oral communication course fell to 21% (compared to the national average of 44%) - greater than the fall to 28% for offenders who followed a general education course (Moseley et al, 2006). 2

7% Developmental Language Disorder 1% Severe and Complex (AAC) Prevalence of SLCN 50% + in poorer areas 7% Developmental Language Disorder 3% Other SEN 1% Severe and Complex (AAC)

Behaviour/ mental health Poor attention Immature communi-cation Weak literacy Low attainment Behaviour/ mental health Trajectory : Poor attention and listening + vocabulary in F Poor phases at KS1 Literacy difficulties at KS2 Behaviour problem at KS3 Adult outcomes poor – employment, mental health, criminality

Speech Language Communication sounds vocabulary sentences non-verbal Draw out info about the three areas Also the high level communication skills needed for the task non-verbal Communication

Communication and Interaction Speech clarity Phonological Awareness discrimination word boundaries syllables rhyme phoneme segment/blend Link to phonics Speech processing Sounds Core nouns and verbs Extended vocabulary Subject terminology Concepts Vocabulary Phrases Range of factual sentences Verbal reasoning Comprehen-sion factual inference Sentences Verbal : Non literal language multiple meaning words idioms humour Non-verbal: eye contact body language rules of conversation stress + intonation Social communi-cation Awareness of self and others Emotional development Play skills Friendship skills Concrete thinking Differences in attention Aversion to change Special interests Anxiety? May be under or over sensitive in any modality visual auditory tactile olfactory proprioceptive vestibular Processing information Sensory Interaction Simple identification tool Highlight expressive and receptive aspects Refer to communication chain Communication – differences in the way they communicate, understand and use language Interaction – differences in the way they interact, play and develop relationships Processing information – differences in attention, interests and how they learn Sensory Processing – differences in taking in and making sense of sensory information 6

Language interactions Language opportunities High quality teaching High Quality Teaching Language environment Language interactions Language opportunities BCRP Classroom Observation Tool - Meta-analysis of effective strategies - Placed in to three categories Language interactions – teacher talk Language opportunities – in pairs, groups and with adults Language environment - CFE - Show range of access tools – talking postcards, LVD, alphabet, CiP topic words, HFW bank Direct to relevant page for each section Discuss what already doing and what could implement next

long sentences speed of talk grammar / syntax vocabulary intention Discuss slow phonological processing TASK: What can we do about it? Difference between comprehension and slow processing – not linked to intelligence Rate of talk can be slowed down by Makaton signing – alongside speech There is another group who don’t process meaning / pragmatics Teacher talk strategies in earlier pack

Language Interactions Teacher Talk Support processing Simplify Adapt language Teacher delivery Processing – pace, pause/chunk, 10 second rule, no hands up, response partners, pre-teach vocab Simplify language – passives, negatives, idioms Adapting language – model, expand, recast, forced alternatives, commenting Teacher delivery – demonstration, visuals, examples, open questions Plus Multi-sensory learning Clarification strategies

Defined learning spaces Use of visuals Defined learning spaces Display / acoustics Access strategies/ independence Language Environment Displays Noise level/acoustics Boundaries Defined learning areas / Labelling – talk spaces No clutter Access strategies- visuals, talking post cards, Communication in Print, ICT for recording Independence – see task planners; importance of correct level of work

For further information and to book two free places, please contact tina.turner@babcockinternational.com