Benefits of 'Assisting Students with Language Delays in the Classroom'

This language programme is designed for teachers to use within the classroom, either with the whole class or with small groups, which can be integrated into the class programme. It caters to the needs of students with a wide range of language abilities, from those with very limited language skills, to the students who find initiating or participating in conversation a challenge. It was created as a result of years spent working with students in the classroom and working closely with their teachers.

The use of Language Charts make it easy to see exactly what skills are required for the development of functional language and the step by step structure of the programme guides teachers to the skill areas appropriate to the language needs of their particular students.

The programme focuses on the three areas of language development, i.e:

·    ‘The Preverbal Skills of Language’, which provide the foundation for the development of language and are essential in order for a student to acquire functional language. These include skills such as; Attending and anticipating; Learning to look and listen; Copying actions and sounds; Waiting and taking turns.

·    ‘The Building Bricks of Language’ are the words and concepts necessary for the development of a student’s practical vocabulary, allowing them to follow instructions, respond to questions and develop their communication skills.

For example; nouns, verbs, prepositions, negatives, sequencing skills.

·    ‘The Skills of Conversation’ are required in order to provide the student with the ability to initiate and maintain an interactive conversation. These are skills such as, Waiting, listening to others and recalling information given; Speaking clearly; Asking and answering conversational questions.

Photo by Ladyheart at Morguefile.com

           

The programme provides teachers with information as to;

·    What skills are important in order to assist a student’s language development.

·    Why these skills are important, providing clear explanations of the significance of each skill and key points to remember when teaching that skill.

·    How to teach these skills, providing 180 practical activities and fun exercises to assist the development of each skill. These exercises and activities can easily be incorporated into the regular class routine and programme.

The activities in all three areas are purposely ‘Low Tech’ so the majority of resources should be readily available within most classrooms or schools. 

- Francesca Bierens

Speechmark author of Assisting Students with Language Delays in the Classroom

Towards a Culture of Communication and Involvement

The commitment of communication partners to communicate with, and involve, people with learning disabilities requires the active promotion of a culture that is positive and empowering. It is also important for communication partners to consider how they view disability because this greatly influences the way in which they support people. The social and medical models of disability demonstrate how disability can be perceived and how society views disabled people. Attitudes and perceptions towards people with learning disabilities can greatly affect the communication opportunities and quality of support provided.

Some of the barriers to communication that might exist in services supporting people with a learning disability include the following:

• Lack of understanding; eg assumptions are made that people cannot communicate.
• Lack of confidence or experience (which may result in a person not engaging with someone who uses alternative methods of communication).
• Lack of guidance and support available to practitioners.
• Lack of training in communication approaches and tools.
• Lack of skills among practitioners and managers.
• Lack of creativity in approaches.
• Poor, or no, support plans which show how a person communicates and how they like people to communicate with them.
• Information not being shared between practitioners, teams and services.
• Lack of communication tools preventing a person from communicating in the way they are used to.
• Limited resources to support communication.
• Assumptions made about what a person cannot participate in, is able or unable to do, about what they like or dislike, and their preferences or opinions.

The above information is an extract from the book ‘Communicate with Me – A Resource to Enable Effective Communication and Involvement of People with a Learning Disability’.

You can purchase 'Communicate with Me A Resource to Enable Effective Communication and Involvement of People with a Learning Disability’ book with companion online resource and quality assurance frameworks from Speechmark www.speechmark.net , Amazon and all good book retailers.

You can also join the:

•Communicate with Me Communication Partner Development Scheme

•Communicate with Me Internal Quality Assurance Scheme  

 visit www.communicatewithme.com

Main text cited from: 

© Martin Goodwin, Jennie Miller, Cath Edwards (2015) abridged section from ‘Communicate with Me – A Resource to Enable Effective Communication and Involvement of People with a Learning Disability. Speechmark Publishing

A Guide to School Start 2e

The first year of school can be challenging for plenty of children. There are some who need that extra help.

One resource to help in this case is School Start 2e. This practical guide can be used with children who need additional help in developing communication skills during the crucial first year of school.

Successfully trialled over a three-year period, School Start 2e is an invaluable resource for teachers and teaching assistants that encourages good collaborative practice between schools, speech & language therapists, the school's inclusion coordinator and parents.

This early intervention group programme is aimed at enhancing children's language and sound awareness skills during Reception Year in mainstream primary schools

It comes with simple checklists to identify suitable children, contains weekly sessions with 3 activities and handouts, and provides forms for recording outcomes.

One of the materials included in this resource is group sessions for the Language and Sound Awareness programmes. The following video is an example of an assessment for the language group: 

A walk-through the kit used for an assessment:

 Resources for the Sound Awareness Checklist:

Resources for the Language Checklist:

Details of the checklist:

Example of prepared resources for delivery of the groups:

The results over a 3 year pilot provides evidence that the programmes have been successful in the schools that have used it. 

Testimonial for School Start:

Speechmark authors Catherine De La Bedoyere and Catharine Lowry have been Speech & Language therapists for 15 years. Catherine De La Bedoyere also taught postgraduate teachers at Kingston University and currently works at Sussex Community NHS Trust. Catharine Lowry's experience has been within language units, community clinics and special schools for children with MLD and is presently in the mainstream service for Your Healthcare NHS provider in Kingston Upon Thames

Know more or order School Start 2e.