Transcript Document

I CAN Early Talk: Enhancing
Communication and Language Training
Programme for the day
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Welcome, housekeeping, outline of the day
Unit 1. What are speech, language and
communication needs (SLCN)?
Unit 2. Identifying children with SLCN
Lunch
Unit 3. Approaches to support children with
SLCN to access the curriculum.
Unit 4. Working in partnership
Target setting and evaluation.
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Enhancing Communication: Unit 1
Activity 1: G.O.A.L
Write down the following:
Give: what are you bringing to the training (experience, desire to
learn more etc)?
Outcomes: what do you want to achieve at the end of this
programme of learning?
Anxieties: what are you concerned about?
Looking forward: what are the positives that you want to take
from the training?
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Enhancing Communication: Unit 1
Learning outcomes
•know about speech, language and communication
development in the early years
•be aware of approaches used in identifying and
addressing speech, language and communication
needs
•have an understanding of how to adapt the early
years environment to support children with SLCN
•understand and develop ideas around your role in
assessment and collaborative practice
•agree three personal communication targets,
including subsequent evaluation dates for
implementation of these in your workplace.
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Enhancing Communication: Unit 1
Early Talk & how it links
with EYFS 2012
• Prime area: communication & language
 Listening & attention
 Understanding
 Speaking
• Prime area: Physical development
 Health & self care
• Prime area: personal, social & emotional
development
 Self-confidence & self-awareness
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Enhancing Communication: Unit 1
Unit 1 Warm up: Discussion
Spend 2 minutes talking to the person next to you
about 1 of the following:
• Your journey here today
or
• 1 thing you want to do before you die
or
• 1 thing you like about your job.
• Why do we communicate?
• What skills do we need?
• What would be the impact if we couldn’t
communicate?
Enhancing Communication: Unit 1
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Speech, language and
communication – a reminder!
Speech is the sounds and sound
combinations that are put
together to make up words.
Language
Understanding language (also
known as comprehension or
receptive language).
Talking (also known as
expressive language).
Communication gives us
a way of sharing feelings
and emotions; a tool for
giving and receiving
information.
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Enhancing Communication: Unit 1
Unit 1:
Communication chain
Speech sounds
Hearing
Talking
Listening
Words
Understanding
Sentences
Thinking
(processing)
Grammar
Pragmatics
Planning
Remembering
Image adapted from Google images
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Enhancing Communication: Unit 1
Speech, language and
communication
Speech, language and
communication are different
aspects of the interactive process.
communication
speech
It is useful to think about these
different aspects – they are multifaceted and multi-layered and all
are necessary for effective
communication.
language
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Enhancing Communication: Unit 1
Why do children need speaking
and listening skills?
Speaking and listening skills enable children to:
• understand what is said
• express themselves clearly
• share their feelings verbally
• make their needs known
• use their language as a vehicle for learning
• make friends and join in.
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Unit 1. Activity 2: Sorting game
•In the envelope are different aspects of :
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speech

language

communication.
•In groups, have a go at sorting each aspect into the
categories.
•There is not always a right answer, and some may
fit comfortably in more than one category.
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Sorting activity
Speech
Language
Communication
Speech sounds
Vocabulary
Adapt communication style to
suit situation and audience
Clear speech
Organised sentences
Fluency
Use of grammar
Tone of voice
Narrative structure
Stress on words
Understanding meanings
Intonation
Verbal reasoning
Use language to persuade,
negotiate, predict and account
for consequences
Using pitch
Inference
Use language to enable conflict
resolution and collaboration
Volume
Understanding grammar
Conversations
Listen
Take conversational turns
Understand non-verbal
communication
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Unit 1. Activity 3:
Conversation role play
Have a conversation in your groups for 5 minutes.
You need to have the conversation in the role given on the
card.
After 5 minutes conversation, discuss with the person next
to you what you think might have been going on with this
person’s communication.
What aspects of speech, language and communication
were they struggling with?
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Speech, language and
communication needs (SLCN)
Any of these areas can be affected on their own or in
combination:
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speech difficulties, like saying one sound instead of
another and/or omitting certain sounds
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language difficulties, like not using necessary words,
or lack of understanding
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communication difficulties, like not looking or
listening well.
Interaction and communication is then affected, as is
access to social interaction and learning opportunities.
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Impact
•Attainment
•Behaviour
•Emotional development
•Self esteem
•Social skills
•Literacy
•Learning
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How do children learning more than
one language develop SLC skills?
Skills develop by the
same means whatever
the language.
Mixing words from
both languages in a
sentence is a normal
part of bilingual
language
development.
They always follow a
developmental pattern
but patterns vary
depending on the
language.
Becoming
conversationally fluent
in a second language
usually takes around 2
years.
Bilingualism is a
recognised
advantage.
Encourage parents to
talk to their children in
the language they
would naturally use at
home.
With thanks to The Communication Trust for this model
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Key message
Through understanding relevant terminology
and categories relating to speech, language
and communication development together with
the impact of SLCN, we can begin to identify
children with SLCN, and consider targeted
interventions to support them in settings.
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Unit 2. Identifying children with
SLCN
Activity 1: fact or fiction
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10% of all young people have speech, language and
communication needs (SLCN).
5–7% of all young people have SLCN as a primary
difficulty.
At least 50% of young people with behaviour, emotional
and social difficulties have undiagnosed SLCN.
Children do better if you make them work and talk together.
5. Most teachers are confident in their ability to teach speaking
and listening skills.
6. Young people who are slow to develop language are likely
to be slow to develop reading skills and written language.
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SLCN fact or fiction activity (cont.)
7.Children with weaker vocabularies are more likely to learn new
words from incidental exposure than children with larger
vocabularies.
8.Talk and social interaction among children play a key role in
children’s social development and learning.
9.Less able richer children overtake more able poorer children by
the age of 5.
10.Children from economically deprived backgrounds are at
considerable risk of language delay.
11.By age 4 an average child would have experienced almost 45
million words.
12.The acquisition of a first language is the most complex skill
anyone ever learns.
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Key message
Children with SLCN have major disadvantages
to overcome in the classroom and they will
suffer educationally unless their needs are
recognised and understood.
(Lindsay and Dockrell, 2000)
Risk factors: nature
• Family history of speech, language and communication needs
(SLCN)
• Primary diagnoses:
• sensory impairment
• genetic conditions e.g. Down’s syndrome
• other medical conditions e.g. cerebral palsy
• cognitive impairment
• Pre - or perinatal difficulties (e.g. low birthweight, pre-term and
birth trauma)
• Upper respiratory tract infections and otitis media effusion (glue
ear).
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Risk factors: nurture
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Lower socio-economic background*
Physical/mental illness in carer (e.g. maternal depression,
alcohol/ substance misuse)
Carer’s communicative behaviours:
• reduced responsiveness (parent responds less often)
• reduced contingency (parental responses less sensitive to
baby’s lead)
• less adaptive interaction (rate and complexity of carer’s talk
and use of intonation)
Parenting practices, e.g.:
• wallpaper TV
• dummy and bottle use.
* Linked to communication delay but not Speech Language Impairment (SLI)
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Risk factor?
Are bilingual children more likely to have communication
difficulties?
No
Children learning to communicate who are exposed to more
than one language at a time may take longer to achieve
milestones but they are no more likely to be affected by
specific language difficulties than a monolingual child.
Bilingualism in itself is not a communication impairment and
bilingual children will, in time, typically master both
languages as proficiently as their peers.
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Unit 2, Activity 3: Identifying
children with SLCN
What would you observe if a child has SLCN?
How do you identify if a child has SLCN?
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Challenges within the curriculum
for children with SLCN (cont.)
• Disengaging from nursery activities
• Being angry, frustrated or disaffected
• Increasingly anxious behaviour
• Being more aware of differences between themselves
and their peers
• Being isolated / withdrawn from peers
• Being highly skilled at masking their difficulties
• ‘Acting up’ to gain friends / respect from their peers.
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The range of SLCN experienced
by children
Children with SLCN may be:
• unable to fully understand the content of an activity
• given instructions that they cannot follow
• unable to use language to demonstrate to others that
they have/have not understood what has been said to
them
• unable to use language to express their needs
• unable to use language in interactions with peers
and adults.
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Enhancing Communication: Unit 1
Challenges within the curriculum
for children with SLCN
• Understanding the content of a lesson / activity
• Poor understanding of instructions and ability to
follow them
• Using language to demonstrate they have
understood
• Expressing their needs or lack of understanding of a
topic
• Using language to support interaction with peers
and thus develop social skills.
Unit 2. Activity 4: Identifying children

with SLCN
Case studies
Using the checklist in your participant book,
work through your case study and identify:
•What each child’s strengths and interests are
•What areas of communication children might
be struggling with
•How would this affect their learning?
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Challenges within the curriculum
for children with SLCN
• Communication and language
• PSED
• Physical development
• Literacy
• Maths
Summary
• As the whole curriculum is delivered through
the medium of language, children with SLCN will
struggle unless their needs are understood and
appropriate strategies put into place to meet
their needs.
•There may be specific effects on the child’s
communication, language and literacy skills. In
addition mathematical development and other
areas of the curriculum may be affected to
varying degrees.

Lunch
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Unit 3. What do you do to
support children with SLCN?
In groups - discuss what you do already to
support children with SLCN, thinking about:
• The role of the adult and the strategies they
use
• How you organise the environment
• Any additional support you give
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Unit 3. Activity 2 – how do you
facilitate this?
Ways
Opportunities
Desire
Strategies to help children access
the environment & the curriculum
• Physical environment
• Role of the adult
• Creating opportunities for interaction
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Enhancing Communication: Unit 1
Strategies to address the
environment - physical
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Visual timetable
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Labelling
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Arrangement of room
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Designated areas
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Seating arrangements
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Support at tidy up time
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Activities to suit a range of ages.
Role of the adult: TALK
techniques
Talking together
Being equal partners in
communication
Attention and listening
Supporting a child’s
understanding of
language and activities
Level of language
Adapting adult language
to fit the child’s level
Keep on commenting
Reinforcing and extending
a child’s language
development
How?
How?
How?
How?
Listen more than you talk
Remove distractions
Keep language simple
Comment on what is
happening
Involve children in
conversation
Look at the child you are
talking to
Give one instruction
at a time
Give children the right
language model
Use visual cues –
gestures, signs and
pictures
Say the child’s name –
touch them gently to help
them focus
Check understanding
Repeat language
Emphasise turn taking
Keep to a routine
Re-phrase information
Wait!
Value what children say
Praise good listening and
attention skills
Offer choices
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Unit 3. Activity 3: Scenario 1
What could you say?
Teacher:
‘If you have had your milk you can go and
play. If you haven’t made your hat for
tomorrow’s party you can make one now
with Sally.’
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Unit 3. Activity 4: Language
environment - Scenario 2
Teacher:
‘Right then Eli, stand up and tell me your
address.’
Eli:
‘I’m a dress.’
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Supporting peer interactions
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Peer talk:
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Encourage and support talking amongst peers
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Encourage communication in all its forms
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Group carefully
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Create opportunities for talking
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Unit 3. Activity 5: What
strategies are being used?
I CAN T.A.L.K. video
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Unit 3, Activity 6: Creating
opportunities for interaction
In groups discuss how you can create
opportunities for children with SLCN to get the
most out of:
•Circle time
•Small group times
•Role play
•Outdoor play
•Times of conflict
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Conclusion for Unit 3
A range of strategies and approaches can be used to
support children with SLCN. These involve adaptation to
the social, language and learning environment.
Practitioners need to be aware of their roles and
responsibilities to children with SLCN and be able
to monitor their effectiveness.
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Unit 4. Activity 1: Working
in partnership
In groups identify who else you would work
with to ensure the best outcomes for
children with SLCN
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Parents as Partners
Parents:
• Know their child best
• Gain information about the child from the
parent
• Keep them informed about what is
happening in the nursery
• Home / school diaries, regular meetings,
sharing IEPs or play plans.
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Unit 4. Activity 2:
Using your toolkit
What are the strengths that parents have?
What are their needs?
How can you use resources in your toolkit to
help parents know more about language and
communication?
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Target Setting
Set target/s
Initial
assessment
Implementation
Evaluation
and
modification
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Target Setting
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Targets need to be precise, measurable and tailored to
a child’s needs - SMART
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Establish baselines so that progress can be
demonstrated
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Carry out regular observations & target review to
ensure that targets are achieving desired outcome.
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If not then targets should be revised
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Involve children and parents.
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Unit 4. Activity 3:
Setting targets
•Using the learning cycle model on slide 46,
choose a case study and think of two targets
for this child.
•What strategies would you use to help them
achieve this?
•Who else would be involved?
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Where to seek support
• Local speech and language therapy service –
referral, assessment and intervention.
• Local children’s centre – advice and sharing
ideas.
• Talking Point – website providing advice and tips
for parents and professionals
www.talkingpoint.org.uk
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Where to seek support
• Talk to your baby – information for parents and
professionals
www.literacytrust.org.uk/talktoyourbaby
• Early Support Programme – advice and support
booklets available in England but web access UK
www.earlysupport.org.uk
• I CAN – advice leaflets for parents and
professionals www.ican.org.uk
• I CAN Help enquiry service – parents/practitioners
can talk to a speech and language therapist about a
child’s development: 020 7843 2544.
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Where to seek support
• Afasic – organisation primarily for parents but
advice leaflets available for parents and
professionals www.afasic.org.uk
• Royal College of Speech and Language
Therapists – information about speech and
language therapy www.rcslt.org.uk
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Conclusion
Working with parents in partnership &
accurate target setting will inevitably result in
the best outcomes for children with SLCN.
This approach will also improve support for
parents and the practitioners working with
both the child and their family.
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Next steps... Target setting
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Write down at least one action under each of the three
topics.
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Find a buddy
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Agree a date for a progress check.
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Online evaluation
To complete course evaluation and obtain
attendance certificate, visit:
www.ican.org.uk/validation
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