Unit 331 4.1 4.2 4.3

4.1 4.2

Understand the importance of early intervention to support the speech, language and communication needs of children and young people.

The importance of early identification and the potential risks of late recognition.

Language is very important to learning it is linked then it to our thoughts. This will enable us to store information in a listed way. If children have problems communicating with other adults or students witch may be due to speech and language delay or disorder, they could be working with a disadvantage, and will be then less able to organise their thought process and express themselves. When children then become older the curriculum then becomes more demanding, the use of rational and abstract thought will then come to be more important. The earlier diagnosis of delayed language acquisition, the easier it will be for professionals and other professionalises to target the child, as the child,s early years are a time of lots of learning anddevelopment at a rapid rate.

Students that may have some language delay may also find it harder to build some sort of relationship with children or adults that don't use the correct type of communication with them as a result frustrated, leading to possible behaviour problems, and isolated. Children that are very young in particular will not have experience to recognise the resin for their feelings i was working with a child who had a communication disorder or delay i should really been on a corse that specifies in this matter or been give additional training, strategies and support to help in my work with the students.

How multi-agency teams work together to support speech, language and communication.

There should be a number of other professionals with who i may come int to contact with if i support a student with communication or interaction needs. They cloud also get all together as a team so that they can the discuss and make a plan of how the child's can be met. Them who are involved will be depending on the certain areas of the child, be may also include some of the following…

Speech and language therapist.

The Support in Mainstream Schools Speech and Language Therapy Service is made up of a team of Therapists who work in schools with children who have a statement of Special Educational Need or are at School Action Plus/school action with an identified support worker or teaching assistant.
The Service
The Therapists work with pupils with a range of Special Educational Needs. The child’s speech and language needs are likely to relate to some or all of the following:
* Understanding – understand spoken language including following instructions, understanding stories and the meaning of words.
* Expression – being able to use varied and appropriate vocabulary, put words together to make different sentences and learn and apply grammatical rules.
* Speech – ability to articulate different speech sounds, combine them in the correct order and produce clear intelligible speech.
* Pragmatics – the appropriate use of language, both verbal and non-verbal, in a range of different contexts with a range of different people.
* Fluency – being able to communicate without stammering or stuttering.
* Voice – the ability to maintain a good volume, pitch quality without prolonged hoarseness or voice loss.
The child may be referred to us by their local community clinic Speech and Language Therapist, or may be a new referral to the service. School staff can refer children to the Support in Mainstream Schools Service providing there is support in school for regular follow up.
Senco.
The SENCO will co-ordinate the work of over professionals who work with a child and will ensure that the paper work appointments are up to date . They will encourage communication between agencies that may work with the child and may organise meeting in the future to see how much progress has been made.
Other support staff within the school.
I may work alongside other support staff to deliver learning programs to a particular child. I will need to ensure that i get opportunities to meet them with regulaly in order to discuss a child's progress.
Sensory support teacher.
The teacher from this authority may come into the school on a regular occasion to advise on how best to support children who have visual or auditory impairment witch will also have an impact on their communication skills. They may also provide resources to support students with their learning.
Autism advisory teacher.
This type of support teacher may come in to the school to advise on how the best way to support a child who has been diagnosed with autism. Two aspects of autism are that individuals will have an impairment in the areas of social interaction and communication.
Educational psychologist.
The educational psychologist may become involved if the following intervention and action from speech and language therapists and teaching staff the child is still not making progress. They will carry out the next assessment and suggest the next steps. I may e also invited to contribute to a multi-agency meeting along side other professionals do discuss the needs of the child and draw up some targets for them.