Don't Get Me Wrong - The Communication Trust

More documents

Recommendations

Info

Diagnoses George has Asperger syndrome, a form of autism which affects how a person makes sense of the world Karim has a specific language impairment, this affects 7% of all children Lucy has a difficulty that needs to be supported if progress is to be made Jack has Down’s Syndrome with associated learning difficulties Isha has dyslexia, a learning difficulty that affects her accuracy with reading and spelling Naomi has ADHD, this affects 8% of all children and 50% of these have some form of SLCN Jermaine has cerebral palsy, this greatly affects the way he communicates but he still wants to share his views and thoughts Ben has SLCN and no other difficulty Mollie shows that knowing the medical or educational label only provides clues to the nature of their SLCN So knowing the medical or educational label a child with SLCN has will only provide limited clues to the nature of their SLCN and many children will not have a clear diagnosis despite an obvious need. In order to meet the needs of children with SLCN it is more important to know their profile of strengths and needs, and the impact of these on how they are able to learn and socialise. By knowing this it is possible to plan how to address these by teaching skills and using specific teaching strategies. 30 Don’t Get Me Wrong
Or no diagnosis Many children with SLCN, including those who have difficulties like the ones described above, do not have a diagnosis, SEN categorisation or label. The most likely consequences for SLCN are literacy difficulties, which has clear implications for education. SLCN also has a huge impact on interactions and so children and young people miss opportunities to develop their language skills further. There is a strong association between SLCN, behavioural, emotional and social difficulties (BESD) and later mental health issues. It is often the impact of the SLCN that is seen – poor literacy, behaviour problems, withdrawal from activities – rather than the underlying needs, which can remain ‘hidden’. It is also true to say that not all of the negative consequences of SLCN will apply to every child or young person. Reading Don’t Get Me Wrong may support development of the following competences of the speech, language and communication framework (SLCF): Section1: Universal B2; Universal B7 Enhanced B1, B2 and B3. These are reinforced in Section 2 Section 3: Enhanced C2; C3; C13 Enhanced G4 Don’t Get Me Wrong 31
Page 1 and 2: Don’t Get Me Wrong Information fo
Page 3 and 4: Section 1: All about speech, langua
Page 5: A social model The Communication Tr
Page 8 and 9: SLCN can include the following diff
Page 10 and 11: SLCN in numbers How many children h
Page 12 and 13: Dyspraxia is also known as Developm
Page 14 and 15: More than one label Children with S
Page 16 and 17: SLCN changes over time This diagram
Page 18 and 19: SLCN changes over time This diagram
Page 20 and 21: Section 2: Introducing some childre
Page 22 and 23: Karim Karim is 7 years old. His und
Page 24 and 25: Jack Jack is 9 years old and has di
Page 26 and 27: Naomi Naomi is 16 years old. She wa
Page 28 and 29: Ben Ben is 12 and he is in the lowe
Page 32 and 33: Section 3: Supporting someone with
Page 34 and 35: Simplify your language • Use simp
Page 36 and 37: • • • • • • •
Page 38 and 39: General information www.talkingpoin
Page 40 and 41: Checklists for identifying SLCN Inc
Page 42 and 43: The Autism Education Trust The Auti
Page 44 and 45: Appendix 1: Indicators list for ide
Page 46 and 47: Doesn’t ask questions or start a
Page 48: www.thecommunicationtrust.org.uk 48

Don't Get Me Wrong - The Communication Trust

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?