1. Understand the importance of early intervention to support the speech, language and communication needs of children and young people.

2. 4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition Explain how multi agency teams work together to support speech, language and communication Explain how play and activities are used to support the development of speech, language and communication.

3. 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.

4. What are ‘speech, language and communication delays and disorders’?
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

5. Categories speech and language impairment:
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

6. Categories speech and language impairment: cont
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

7. Categories speech and language impairment: cont
Within these areas children may have difficulties understanding language (receptive difficulties)
Or difficulties in using language (expressive difficulties)
Or both

8. 4.1 Why early intervention?
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

9. 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)

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

11. Language is crucial to learning, as it is linked to our thoughts
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.

12. 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.

13. Multi agency teams
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

14. Use in whole class and small groups activities
4.3 Explain how play and activities are used to support the development of speech, language and communication
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)

15. 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 language

16. 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. Puppets
In your groups, explain how puppets are used to support the development of speech, language and communication

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

19. Top tips for supporting pupils with speech and language delays:
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

20. Top tips continued 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

21. Top tips continued 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

22. Group presentations
Choose a theorist and create a presentation on giving the background of the theorist and how their research/findings influence education today. This is to be presented the first week back Friday 3rd November Suggested theorists Jean Piaget Noam Chomsky Lev Vygotsky B. F. Skinner Albert Bandura Jerome Bruner Maria Montessori