Meeting Special Needs: A practical guide to support children with Speech, Language and Communication Needs (SLCN) by Mary Mountstephen

Author:Mary Mountstephen
Language: eng
Format: epub
Tags: SLCN, speech, language, communication, difficulties, special, needs, SEN, problems, delay, development
ISBN: 9781909101227
Publisher: Andrews UK Limited 2012
Published: 2012-12-05T00:00:00+00:00

Find time to listen and talk with the child on an individual basis so that you can learn to tune into their speech. Lindon (2008) points out that problems have arisen in some early years provision when practitioners are under pressure to meet targets and gather evidence. As a result, some teams or individuals may lack confidence in justifying time spent in ‘just’ talking with children. Children however learn about words, sentence structure and use of language through relaxed, one to one interactions with friendly, familiar adults who model good language structure and content and this needs to be a high priority.

Provide shared contexts such as photo-books, play activities and well-known story books to help predict the content of the conversation. Using photographs of the child, their family and significant people can help to support conversations. If children find it hard to say people’s names, they can show the photographs and provide a context for the conversation.

Using routine and structure: children often need help in learning the nursery routines, but knowing these routines will then provide a good deal more security. It is helpful to lead children through routines like ‘coats on and off’ or ‘what happens at snack time’, demonstrating and using simple language to describe what is happening. Using a photo book to represent the nursery activities can be a great help for children who are unable to express where they want to go and play.

Model and emphasize the correct versions of words rather than asking the child to repeat words. Expand what they have said by repeating it with a little more detail: ‘Cat there’ is repeated by the adult as: ‘Yes the cat is over there’.

Can you use your interpretation of the child’s gestures and facial expressions: Can you ‘read’ their faces and actions?

Identify and prioritize key vocabulary.

Use picture sequences to develop sequencing skills and then encourage them to say something about each picture which creates a simple but coherent story.

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