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Multi agency teams work together to improve a child’s development. Initially a health visitor or clinic would identify problems when a child is taken for check ups. Depending on the action needed the child could be referred to a speech therapist such as SALT. If the child/young person was of school age then the SENCO (special educational needs coordinator) would be well aware of the problems and put interventions into place, outside agencies will then be informed and a ILP (individual learning plan) drawn up which will consist of activities that will benefit the child’s development. Some children have therapy in school hours, which is coordinated between the SENCO and relevant agencies. Time out in class will be given for the child who will then learn different techniques on speech, language and communication. Teaching assistants will be part of the ILP and be instructed by the agencies and class teacher on how to utilize these interventions…
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A child who has a hearing impairment may find their language skills being undeveloped or they may be delayed. This may then have a knock on effect with the child's/young person's ability to interact and socialise with others of the same age. Early recognitions means the child can be referred to appropriate agencies and special needs teachers within the school to assist and work with the child and…
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Surely the answer to this statement must begin with good ‘communication’. It is recognised that communication is a ‘two way process’, starting as far back as pre-birth as stated by Elisbeth Hallett in her book ‘Soul Trek Meeting our Children on the Way to Birth’ (1995). If this idea is to stand the test of time, the pupils must therefore be given the opportunity to verbalise their level of understanding before a task is attempted. This relatively obvious procedure may not be possible in pupils with any existence of special educational need. Difficulties affecting the brain’s processing ability and auditory impairment may not always manifest themselves but will result in poor communication (Dittrich and Tutt, 2008). Therefore the need for effective two communication and pupils feeling empowered to be able to ask for help becomes a priority in teaching. Ed Balls (2007) states ‘effective communication and language skills are fundamental to young people’s learning, developing social skills and fulfilling their potential’.…
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Early identification of speech, language and communication delay is extremely important as the chance of improving these skills is increased. If these delays are not identified the delay will continue and the child may suffer from lack of confidence and will more than likely experience emotional problems. Other aspects of development will also be affected, e.g. cognitive, social, emotional and…
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• Children ages 3 to 6 years with language delay, confirmed by speech -language evaluation;…
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The sequence of child development is common amongst most children but what often changes is the rate in which they develop. Therefore it is important that we monitor this in order to put in place definite methods of intervention or help they need in order for their development to progress in whichever phase of their learning they are struggling in.…
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Disabled children and young people with special educational needs are entitled to access to children’s services, an education, health services, housing and Equality and non-discrimination entitlement. (The Disability Discrimination Act DDA) These arise when one or more public body has a relevant duty – whether this duty is owed to all disabled children or only to some, for example those with a certain level of need or those in a certain age group. It is vitally important ant that recognition of these needs are met early because those children who may show early signs of learning disabilities it is essential for children to obtain the support they need to be successful school. Identifying the symptoms early is key to ensuring the child reaches his/her potential. Early diagnosis leads to earlier support and greater opportunity to ensure the needs are met regardless of the learning disability. Much research indicates greater student success occurs with early identification and intervention. It is so important that the children’s first experience of education is successful and enjoyable and teachers can recognize that a young child may not be learning in an expected manner, they can take steps to enhance the child’s early school success.…
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Communication is a vital factor for children and young people because it builds a child’s learning and their confidence. Therefore, it is important that in order to communicate effectively with them, a number of skills should be demonstrated and makes it appropriate to the individual. This means that the needs of pupils should always be met even when they have communication difficulties such as a speech and language disorder or sensory impairment.…
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This assignment is intended to provide information on how detecting early signs of speech, language and communicational issues within a child or young person. In this report we will also be looking at what potential risks it may have on a child or young person? We will be analysing the importance of early identification of any potential risks and looking into who (Multi- Agency) may become involved in supporting the child/young person’s development issues and when they should become involved? We will also be looking at how a Multi- Agency approach can be applied?…
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Describe the range of behavioural, emotional and social difficulties that children and young people may experience and how they can affect speech, language and communication development…
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They will advise teaching staff of stratergies to use, work that can be done to develop the child’s speech.They may also recommend communication aids for the child. They may also advise of training for adults in school E.g; sign language/Makaton training.…
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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.…
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Some children can have a speech disorder so you must make sure you take your time when communicating and avid filling in words for them as this can make them distressed.…
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Describe the potential impact of speech, language and communication difficulties on the overall development of a child, both currently and in the longer term…
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Diagnosing problems in speech, language or communication is important to a child’s development as it could affect their overall behaviour. If the problem is picked up early enough then practitioners can intervene. It could affect early school life as a child may not be able to socialise or make friends for fear that they will be bullied or ostracised by other children. As a child grows older late diagnosis could affect their academic abilities as well as feeling like a social outcast. A hearing impairment or speech impediment may make it hard for a person to communicate; therefore it is crucial that other forms of communication are established i.e. makaton, sign language, or use of picture cards. If interventions are set in place early enough then the child, young person and their family will receive the correct guidance and support. This allows agencies or the people involved to ensure the child/young person is reaching their developmental targets and promote positive results for their language and communication.…
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