Explain Some Ways in Which Environment Can Be Structured to Facilitate Communication in Children/ Young People with Slcn
Explain some ways in which environment can be structured to facilitate communication in children/ young people with
SLCN
Introduction.
Speech, language and communication play a vital role in our lives. Without being able to talk to, and understand other people we can’t do things alike: Almost everything we do involves speech, language and or communication
Children develop communication skills from birth. They rely on speech, language and communication to be able to learn at school and play with their friends. They need these skills to reach their full potential. Children begin to understand words before they can say them. They then learn how to say these words and how to put them together to make sentences. Some develop quickly, while others may take longer. Being able to say what you want and to understand what others are saying are the most important skills we need in life. Yet many people take communication for granted. For some children and young people, communicating with others is difficult and they have speech, language and communication needs – SLCN.
This short essay outlines the importance of communication at school, and provides information about SLCN and highlights ways through which a better environment can be structured to facilitate better communication and how those who support them need to understand their difficulties and their ways of communicating.
What is (SLCN)? The term speech, language and communication needs (SLCN) encompass a wide range of difficulties related to all aspects of communication in children and young people. These can include difficulties with fluency, forming sounds and words, formulating sentences, understanding what others say, and using language socially.” Bercow, J. (2008) The Bercow Report: A Review of Services for Children and Young People (0-19) with Speech, Language and Communication Needs, p. 13.
Put simply, children and young people with SLCN find it difficult to communicate with others. This can be
SLCN
Introduction.
Speech, language and communication play a vital role in our lives. Without being able to talk to, and understand other people we can’t do things alike: Almost everything we do involves speech, language and or communication
Children develop communication skills from birth. They rely on speech, language and communication to be able to learn at school and play with their friends. They need these skills to reach their full potential. Children begin to understand words before they can say them. They then learn how to say these words and how to put them together to make sentences. Some develop quickly, while others may take longer. Being able to say what you want and to understand what others are saying are the most important skills we need in life. Yet many people take communication for granted. For some children and young people, communicating with others is difficult and they have speech, language and communication needs – SLCN.
This short essay outlines the importance of communication at school, and provides information about SLCN and highlights ways through which a better environment can be structured to facilitate better communication and how those who support them need to understand their difficulties and their ways of communicating.
What is (SLCN)? The term speech, language and communication needs (SLCN) encompass a wide range of difficulties related to all aspects of communication in children and young people. These can include difficulties with fluency, forming sounds and words, formulating sentences, understanding what others say, and using language socially.” Bercow, J. (2008) The Bercow Report: A Review of Services for Children and Young People (0-19) with Speech, Language and Communication Needs, p. 13.
Put simply, children and young people with SLCN find it difficult to communicate with others. This can be
Bibliography: Feinstein, L., and Duckworth, K. (2006) Development in the early years: its importance for school performance and adult outcomes, London: Centre for Research on the Wider Benefits of Learning, Institute of Education, University of London Rose, J Hartshorne, M. (2006) Speech, language and Communication Needs and Literacy Difficulties, I CAN Talk series paper 1 2 Rose, J Hart, K.I., Fujiki, M., Brinton, B., Hart, C.H. (2004) The relationship between social behavior and severity of language impairment Hill, E.L