All About SLCN Key Facts And Getting Help

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 Currently based in Clerkenwell, but covers the whole of the UK

What is SLCN? Speech Language Communication Needs

What does Speech mean? The ability to articulate clearly the sounds used by a particular language e.g. /a/, /d/, /st/ etc.

About Speech Difficulties Various things can go wrong with speech. Sometimes the term phonological difficulty/disorder/delay is used as an umbrella term to describe them.

Causes of Speech Difficulties Hearing difficulties Neurological impairments e.g. some forms of cerebral palsy Structural problems e.g. cleft lip or palate Co-ordination difficulties (verbal/oral/articulatory dyspraxia) Processing difficulties (otherwise unexplained phonological delay/disorder)

What does Language mean? Language means communicating effectively through words and sentences. Some technical terms: Receptive Language: Understanding/Comprehension Expressive Language: Using words and sentences to express what you want to say Language Difficulties can involve either receptive or expressive language or both. They can be further broken down into any or all of the three main elements of language: content, form and use

Structural Language - Content and Form Content: Learning what words mean, on their own and in relation to other words, and using and understanding them correctly e.g. pretty/pretty awful (semantics) Form: Learning the different forms of words, and using and understanding them correctly e.g. dogs (morphology) Learning how to put words together to form meaningful sentences and understanding them e.g. ‘The dog bit the man’ not vice-versa (syntax)

Communication – Use of Language Learning how to use and respond to language appropriately in a social context (Pragmatics) e.g. ‘Can you pass the salt’ means ‘Please pass the salt’ not ‘Are you physically able to?’

Frequently Used Diagnostic Terms Developmental, Specific Expressive, Receptive, Expressive and Receptive, Pragmatic, Semantic-Pragmatic Phonological Language, Communication/Social Communication, Word-Finding Difficulty/ies, Delay, Disorder, Impairment

Getting a Diagnosis Diagnosis is a medical process and term Speech and Language Therapists (SLTs) are responsible for diagnosing SLCN But SLCN does not always occur in isolation, so assessment often needs to be carried out by a multidisciplinary team Remember that diagnoses can change over time as children’s speech and language develop. Assessment only reflects a moment in time

Causes of Language Difficulties Hearing Impairments Some genetic conditions Learning Difficulties/Disabilities Autistic Spectrum Disorders Processing Difficulties No obvious cause (unexplained)

Other Forms of SLCN Stammers, lisps etc. Voice Disorders – Abnormal pitch, volume or quality of sounds Selective Mutism – A social anxiety disorder. Children with the condition usually speak entirely normally at home with their family but not, or barely, at school.

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.

The Impact of SLCN Some quotes: Words are our life. We are human because we use language. So I think we are less human when we use less language Carol Shields You couldn’t have human society without language John Maynard Smith

Help for SLCN Children with SLCN can be helped but not necessarily cured. Help might mean (the right): Speech and Language Therapy Teaching/Specialist Teaching Appropriate TA support Alternative and Augmentative Communication (AAC): Signing; Speech Aids

SEN Support The SEND Code of Practice says that for children on SEN Support: Identification of SLCN is the teacher(s)’ responsibility under the Assess-Plan-Do-Review process Teachers should deliver appropriate support and interventions. The What Works Database (run by The Communication Trust) contains comprehensive information: cts/what-works/

EHC Plans Children are entitled to an EHC Plan if they need special educational provision (The SEND Code of Practice). The 2014 Act defines special educational provision as ‘educational…provision…additional to, or different from that made generally…in mainstream schools’ So, a child who needs more SLT than the local service provides as standard is eligible for an EHC Plan Case law is clear that SLT should be categorised in the Plan as Special Educational Provision (Section F). This means that the ultimate responsibility for providing it lies with the local authority.

Contact Afasic Website: Helpline: or by through the website Helpline Drop-Ins: 1 st Tuesday each month, – 1.00 pm