The CYP may:
- Receptive and Expressive language
- Difficulties with the use of language
- For example, limited vocabulary, difficulty putting words into sentences correctly
- Immature speech sounds for example, ‘gar’ for ‘car’Difficulties with listeningand attention,
- Following multi step instructions for example, over reliance on others, acting out/withdrawing behaviours
- Difficulty understanding non-literal language/vocabulary, for example, understanding jokes and sarcasm, idioms, synonyms
- Difficulties with understanding language
- For example, may cue in to certain words, difficulty remembering length of sentence, limited vocabulary
- Some difficulty initiating conversation with adults and peers
- Knowing appropriate conversation starters
- Knowing when it is your turn to speak, awareness of the listener
- Social and non-verbal communication
- Some difficulty interpreting non-verbal cues and facial expression
- Some inconsistent use of eye contact and non-verbal prompts
- Some difficulty initiating conversation with adults and peers
- Some difficulty maintaining conversation
- Difficulties with listening and attention
- Difficulties with processing and understanding language
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- Receptive and Expressive language
- Close home/school links so school staff are aware of any changes in home circumstances that may impact on learning and information is shared appropriately
- Personalised learning targets in agreement with the pupil if possible
- Flexible grouping strategies, including ones where the pupil can work with peers of a range of abilities
- Simplifying language•Sequential instruction giving
- Checking back for understanding
- Cue CYP into what you are saying
- Modelling - adults to model and scaffold appropriate language and conversation skills
Teaching Children to Listen by Liz Spooner and Jacqui WoodcockClassroom environment:
Physical: quiet space to work, alternative seating (quiet area or near a buddy), limiting visual clutter, considering where pegs, lunch boxes, bags, individual drawers and personal items are kept – avoid crowds and easy access, keep classroom easy to move around
Structural: clear routine, verbal and written instructions – visual cues, clear and not distracting, visual timetables and vocabulary - keywords, now and next instructions, intervention groups, wristbands and other alerts, turn taking and communication skills, social skills groups, narrative pack, short, direct teaching, lesson planning based on CYP interest, high levels of paired talk, word walls, vocabulary work, key words, precision of language –good modelling of language and not correcting, word maps with pictures, using and practising scripts to help with new social situations and what to say/do, give the CYP a meaningful role in the school, rewards, visuals, motivators
Structural continued - attention and engagement activities, clear target setting, responsibilities and independence, workstation, scaffolding, lunchtime groups if playground overwhelming, circle time/PSHE active listening, fact files, pen portraits, lunch groups supported by adults to model social interaction and communication, progression tools, competency framework for individuals and staff skillset
Sensory: keep noise and visual clutter to a minimum, identify triggers and calming strategies.
- Communication friendly classrooms – narrative development work.
- ICSTC - Inclusive Communication Somerset Total Communication.
- Schemes of learning provide opportunities for all. Small group support for language and social skill development
- Close home/school links so school staff are aware of any changes in home circumstances that may impact on learning and information is shared appropriately
- Personalised learning targets in agreement with the pupil if possible
- Flexible grouping strategies, including ones where the pupil can work with peers of a range of abilities
- SLCF -The Communication Trust https://slcframework.org.uk
- Training for all education staff so they understand the basics of supporting SLC development
- Inclusive Communication (ICSTC)
- Information in CYPTS fact files, for example: Helping children with unclear speech
- CYPTS Fact File (Stammering), CYPTS website, Michael Palin Centre for Stammering https://michaelpalincentreforstammering.org
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