Don't Get Me Wrong - The Communication Trust

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• • • • • • • • Model the language you would like to hear Teach useful phrases such as ...’Can I just say...’ ‘Sorry to interrupt but...’ and ‘Sorry, you go ahead’ Make explicit class rules about who can speak and when, for example is it always hand up to ask a question and does the same rule apply for every lesson? Explain about different ways of speaking in different contexts and how it is useful to have more than one way, as it widens your choices and options in the future Discuss the effects of saying the wrong thing to the wrong person Point out what you feel is rude and why Track how much of a conversation each person has, is it equally shared? Use social stories to explain how turn taking works and why it is important to listen to other people’s views • Specifically teach negotiation skills • Discuss how people manage their emotions • • Discuss how tone of voice and posture give clues to emotions Encourage them to think about and discuss how stories, current events and discoveries make them feel If they do not have enough language • Focus on pronouncing new words well • Encourage the development of new words • When teaching a new topic, ensuring the new words that are associated are taught 36 Don’t Get Me Wrong
Getting more help and information Don’t Get Me Wrong 37
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 30 and 31: Diagnoses George has Asperger syndr
Page 32 and 33: Section 3: Supporting someone with
Page 34 and 35: Simplify your language • Use simp
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

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