IDP SLCN Network Day #1
Catherine Pass
Learning Difficulties Team

 To become familiar with the IDP for SLCN
 To become familiar with the processes involved in communication.
 To have an understanding of the terminology.
 To have become familiar with classroom strategies to support pupils with SLCN.

Inclusion Development Programme
 http://www.standards.dfes.gov.uk/primary/features/inclusion/sen/idp
 Quality First Teaching….not SEN!
 web-based materials, which include:
 teaching and learning resources
 training materials
 guidance on effective classroom strategies
 models of good practice
 information about sources of more specialist advice.

 What do these terms mean?
 Speech
 Language
 Communication

 Articulation of sound
 Co-ordination of the tongue, teeth, soft and hard palates, abdominal muscles and breath to produce sound.
 Speech involves language because you have to have a thought to articulate and then be able to construct this thought into words.

 Language is a rule governed process and incorporates the following aspects: grammar (syntax), meaning
(semantics), use (pragmatics), vocabulary. ( Link
)
 Thinking
 Remembering: working memory, long term memory
 Reasoning
 Predicting
 Language without speech e.g. writing, sign language.

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Use of language and or speech to convey a message to other people.
93% of information transmitted in conversation is done so non-verbally,
Mehrabian, 1972.
 Consider also the use of intonation (prosody) and how this changes meaning.
 Difficulties in reading non verbal communication are a key feature of ASD and SEBD.
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Communication requires a sender and receiver.
Receiver – needs to be able to receive it in the first place. They need to hear, listen and understand the message and then show they have understood it through their response.
Sender – needs opportunities to communicate, an ability to formulate a message in thought and to then convey the message in an appropriate form.

Activity 2:
The Communication Chain
Understand Ideas and meaning decide
Understand sentence structure
Choose words
( semantics )
Understand words
(semantics)
Choose sentence structure
(syntax)
Remember
(auditory memory) Selfmonitor
Select sounds
(phonology)
Listen/hear
Co-ordinate speech muscles
Interpret non-verbal communication
Articulate sounds
Look/Attend Speak
Appropriately
(pragmatics)
Speak fluently

 Delay is when language development follows a normal pattern of development but at a slower rate (see stages of language development chart in your pack).
 Disorder is where development is different in form or function from other children.
 Children with speech and language disorder should be referred to SALT.

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It is estimated that in some more deprived parts of the UK up to 60% of children start school with some form of speech, language or communication delay or disorder (ICAN).
Most of these difficulties are due to language deprivation and with the right support can be resolved…..
…..Only 10% of children have difficulties that are persistent and long term.
How does this fit in with your school population?

Spelling- phonological awareness;
The ability to segment sentences into words,
Words into syllables
Syllables into phonemes
Awareness of rhyme
SLCD
Reading comprehension and reading aloud
Expressive writing; syntax and vocabulary

 “ hidden disability”….studies estimate that
50-100% of children with SEBD have communication difficulties.
 In a summary of research, Stringer and Clegg (2006) estimate that approximately
“…40-60% of children with SLCD
, not including those diagnosed with autistic spectrum disorders, also experience secondary EBD.”
 Poor language skills will affect the ability to understand and express their own emotions and those of others.

 Difficulties in understanding spoken language at the level expected for their age.
 Can be difficult to identify as children become adept at using visual and contextual cues to support their understanding of what is being said.
 Problems arise where the complexity of the language being used outstrips these types of support, as the demands of the curriculum increase.

 Points to look out for include:
 Difficulty following instructions
 Severe and persistent expressive language difficulties
 Attention problems, especially in large groups.
 Difficulty in answering questions.
 Behaviour problems (appears off task, inattentive).
 Misunderstanding of written language and of concepts.

Top Tips for Support (Receptive)
 Keep talk and instructions simple
 Assess level of child’s understanding and give input at the right level; make all staff aware.
 Allow time and opportunity to respond.
 Check understanding of vocabulary; pre-teach
topic vocabulary ( link
).
 Reinforce vocabulary and concepts with visual aids and real life objects/activities.

 The ability to use words and to combine words into sentences using appropriate vocabulary, concepts, grammatical structure and meaning.
 All of the above are dependent on the ability to retrieve words and syntax from the memory banks.

 Withdrawn and isolated
 Difficulty establishing relationships
 Behaviour difficulties; may get easily frustrated.
 Use of gesture and empty words such as ‘thingy’ and
‘this’ or ‘that’.
 Difficulties with literacy as written language reflects spoken language.
 Difficulties with sequencing, predicting and inferring.

Top Tips for Support (Expressive)
 Give the child time to respond and don’t let others talk for them (adults included!).
 Model language at the appropriate level.
 Link the child with ‘good speakers’ for some tasks.
 Prompt child to continue, reinforce and expand on their utterances.
 Create reasons to communicate.

 Plan and ask open ended questions (despite the fact that it takes time)
 If the child can’t think of a word try prompting
 Use turn taking games
 Barrier games help and can be fun

Essential for successful relationships with
others and managing all aspects of life:
 Using language for different purposes.
 Adapting language to the listener.
 Following the rules of conversation and narrative (topic maintenance, repairs, eyecontact ).
 Understanding non-verbal rules.

Top Tips for support (Social communication)
 Visual timetables to reinforce structure and routine.
 Make explicit the start and end of a task/activity.
 Give gentle reminders if communication breaks down.
 Provide choices and encourage them to tell you what they want.
 Use visual cues, real objects and prompts.
 Circle time, turn taking, barrier games, role/small world play.
 If necessary, explicitly teach turn taking and conversation skills..
 First Steps to Emotional Literacy by Kate Ripley and
Elspeth Simpson. EYFS and KS1; structured programme, links to SEALs.

A Simple Task Plan

Planning an investigation

Spidergramme
• Look
• Sound
• Smell
• Taste
• Feel

(use for story writing)

Mind mapping devised by Tony
Buzan

 In groups of 5, write as many words as you can about holidays on the Post-Its
 Now categorise these words as a group

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Ways of Using the Mind Map
 Add to the mind map as different areas are covered
 As a whole class or individual activity
 To send home so parents are aware of topic areas and can reinforce the vocabulary
 To link information learned one year with that learned in the next
 After the topic to assess the amount of learning which has occurred.

 Special Educational Needs
 Learning Support Services
 Learning Difficulties Team
 Top Ten Tips
 QFT Strategies