2.  Developmental language disorder is the most common developmental disability of childhood  Children learn language in early childhood; later they use language to learn.  Children with language disorders are at increased risk for difficulty with reading and written language when they enter school.  These problems often persist through adolescence or adulthood. Early intervention may prevent the more serious consequences of later learning disabilities.

3.  List as many types as you can think of  6 in 100 children will at some stage have a speech, language or communication difficulty  About 3 in every classroom  1million children

4.  Speech apparatus: mouth, tongue, nose, breathing, and how they are co- ordinated and operated by muscles.  Phonology – sounds that make up language  Syntax or grammar – the way that words and parts of words combine in phrases and sentences

5.  Semantics: the meaning of sentences, words, and bits of words  Pragmatics – how language is used in different situations and how feelings are conveyed  Intonation and stress – the rhythm and music of the way we speak

6.  Within these areas children may have difficulties understanding language (receptive difficulties)  Or difficulties in using language (expressive difficulties)  Or both

7.  What are the possible effects of a speech and language delay/disorder on the child’s development?  To minimise these effects and promote positive outcomes for children, early intervention is crucial

8.  It is likely you will be involved in an intervention group or support children who are not progressing at the same rate as others. You should be advised by the SENCO or another professional who works with the child:  Social worker  Speech and Language Therapist  Psychologist  Psychiatrist  Youth justice (public body which aims to stop children offending)  Physiotherapist  Nurse/health visitor  Assistive technologies (hearing aids, speech recognition device etc)

9. Factors affecting language development Autistic Spectrum Disorder (ASD) Physical or medical factors Opportunities for talk and interaction Hearing/visual impairment Speaking another language Developmental delay Speech and language delay or disorder

10.  Language is crucial to learning, as it is linked to our thoughts. If children have difficulties in communicating with others due to a speech and language delay or disorder, they will be working at a disadvantage, as they will be less able to organise their thought processes and express themselves.  The earlier the diagnosis is made the easier it will be for the professionals and others to target the child’s needs so that they are able to give support, and the more beneficial for the child, as the early years are a time of rapid learning and development.

11.  Pupils with language delay may also find it harder to form relationships with others. As a result they may become frustrated, leading to possible behaviour problems and isolation.  If you work with a child who has communication difficulties you should be sent on specialised training or given additional support and strategies to help you in your work with them.

12.  Speech and language therapist – diagnose, advise school and parents ways in which to support, monitor and review  SENCO – co-ordinate work of the other professionals, paperwork and appointments up to date, organise meetings  Other support staff – work with child, meet to discuss child’s progress  Sensory support teacher – local authority come in to advise how to support  Autism advisory teacher  Educational psychologist

13.  Encourage children to develop language and communication skills as key area of development  Use in whole class and small groups activities  Encourage them to talk about their own ideas  Playing can enhance all areas of development  Learn about themselves and others (interaction in a non-pressurised environment)

14.  A lot of communication is non- verbal and is important that children can recognise and respond to non-verbal signals  using gestures  Pointing to objects  Through facial expressions  Through use of body langugae

15.  Visual and auditory approaches can be used to enhance communication  Puppets  Pictures  Games  Signs  Technology  Modelling language  Songs and rhymes  Communicating with others is an important aspect in the development of self esteem

17.  Children who have communication and interaction needs will require support and encouragement, and should be included in all activities alongside other children.

18.  Keep information short and to the point  Avoid complex instructions  Speak clearly and not too quickly  Be a good speech role model – don’t correct children  Build up child’s confidence gradually (ie one to one then small group work)  Develop concentration skills, memory games  Encourage children to speak but do not insist they talk

19.  Use stories and CDs to improve listening skills  Use rhythm to sound out name/phrases/music and songs  Using pictorial instructions and visual cues  Teach social skills as well as communication skills  Provide structured play activities and learning activities

20.  Keep to set routines  Prepare for new situations carefully (TRANSITIONS)  Get specialist support and advice eg AFASIC (Charity- Association for all speech impaired children), Speech and language therapist, educational psychologist, specialist teacher