Key Facts How to identify SLCN How to help children with SLCN About SLCN Key Facts How to identify SLCN How to help children with SLCN

What is SLCN? Speech Language Communication Needs

Defining the Terms Speech Language Communication In pairs or just ask for suggestions

The Language Development Pyramid Speech Sounds Talking Understanding Play Attention and Listening Pre-verbal and Early Interaction

Identifying SLCN This can be very difficult! Some difficulties (typically speech) are more obvious than others Language difficulties are very much a hidden disability – especially comprehension Sometimes the more severe difficulties are more obvious, but not always…! Most children do in fact talk! Understanding particularly difficult to spot. So many HL callers insist ‘he understands everything’

Red Flags in Younger Children Early developmental problems Child of 2 not talking at all, or only a few single words Child of 2 – 3 who does not listen or respond to simple instructions Child of 3 not putting words together Close family members cannot understand a child of 3 Strangers cannot understand a child of 4

Possible Indicators in Older Children Struggles to learn abstract concepts Appears very quiet/shy Uses simple words/short sentences Can’t explain what words mean or understand that they often have more than one meaning – doesn’t ‘get’ jokes that ‘play on words’ Doesn’t follow complex instructions properly – might forget them, do only part or take time to respond Only relevant if the child is unhappy/struggling at school/exhibiting difficult behaviour Various checklists

Primary vs. Secondary SLCN Secondary SLCN: Characteristic difficulties associated with another diagnosed condition e.g. Down Syndrome, ASD, Hearing Impairment etc. N. B. It is possible to have other, unexplained SLCN in addition to secondary difficulties. Primary SLCN: Difficulties for which there is no obvious cause/explanation, though children may have other specific learning difficulties with e.g. literacy, memory, attention, motor skills.

Initial Assessment Help the Assessment Team to help you: Make notes in advance and take them along. Things to cover: Child’s early history – so far as you know it -from pregnancy onwards What the child can say or do Anything the child cannot say or do that you would expect them to be capable of Anything else you have noticed e.g. lack of or unusual responses to questions/does not join in with family conversations/games etc.

Help for SLCN Children with SLCN can be helped but not necessarily cured. Professional help might mean (the right): Speech and Language Therapy Teaching/Specialist Teaching Appropriate TA support Alternative and Augmentative Communication (AAC): Signing; Speech Aids Putting a child in a corridor with a TA full time is not appropriate! Signing often a temporary aid

How you can Help Hard to give specific advice: Every child is different Age is a factor Talk to your SLT, if you have one Generally best to start with what the child can do and build on that But we can give some general guidance. Child says ‘car’, reply ‘yes a blue car’ Child says ‘I like this book’, try to draw them out, by asking what they like. Failing that, talk about what’s nice about it: lovely pictures/exciting story etc.

Helping Younger Children Use simple games, books, activities Simplify your language Stress key words Use visual support (objects/pictures, gesture, signs) Careful use of ‘forced’ and simple ‘what/where/who’ questions Avoid ‘drilling’ the child Turn-taking games Talk about pictures Leave out words in well known stories and rhymes – does the child say them? Simple Simon Act out everyday activities: a tea party. Toy microphones great for imitating the TV Simplifying: not, ‘So this afternoon, we’ll go to Granny’s, then call in at the shops, and after that we can go to the park’. Try: lunch first, then Granny’s, then shops, then park’ Put the cup on the table ‘milk or juice’

Helping Older Children Build language into everyday activities Allow time for ‘processing’ Simplify instructions Target your use of ‘open’ and ‘closed’ questions (Pre-)learn and practise new vocabulary and sentence structures Teach abstract concepts through experiences that demonstrate their meaning Use multisensory approaches Board games, TV programmes Did you play football at school today? Telling a story: first set the scene, then introduce the main character..etc. Cover: when/where/who/what(happened/how(did it end) Abstract concepts: in/on, before/after, true/false Multisensory: visual, tactile (handle animals/shapes etc. act out stories/events – in person or with figures) Helping hand-outs/other info?

Afasic A parent-led organisation representing the interests of children and young people with SLCN Set up in 1968 as the Association for all Speech-Impaired Children Website: www.afasic.org.uk Helpline: 0300 666 9410 or via the online enquiry form on the website