Task D Report
Early identification of speech, language or communication delay is important for a child or young persons’ well-being. All practitioners have a responsibility to identify children’s needs and intervene with appropriate support as early as possible, to help children achieve the goals of ‘Every Child Matters’ and progress towards the Early Learning Goals. The importance of early language and communication skills for children’s later achievements is now well documented and the need to provide support for children at this early stage is so that they can achieve their full potential. This means recognising a child’s difficulty quickly: both as early as possible in their life and as soon as possible after the difficulty become apparent. Early intervention means making a prompt intervention to support the child and family. It is important that the child/young person and their families are involved in decisions about their support. If a child or young person receives the right help early on, they have a better chance of tackling problems, communicating well and making progress.
Speech, Language and communication needs do not only affect language and communication, they can have a profound and lasting effect on children’s lives. Making friends, sustaining relationships, emotional regulation, problem solving and behavioural control are dependent on good speech and language skills as well as learning to read and academic achievement. In order to be included into school, home and community life good communication skills are vital. Poor communication is also a risk factor for mental health difficulties and impacts on emotional well-being. Because of these links, there is a knock on impact on further education opportunities, employability and family stress.
These children and young people can be supported in a wide range of settings, from mainstream schools...