Secondary First Call
Speech language and communication - a practical resource for secondary school teachers.
By looking at this resource it is likely that you have a pupil in your school who you think may have a speech language and communication need (SLCN).
Remember that other factors may be influencing the pupil’s speech language and communication:
- Overall developmental level.
Communication is a complex skill involving many processes. Depending on which part of the communication chain isn’t working well, the student may present with a variety of communication needs.
Using the identification check list in the SLCN section of the Inclusion Development Plan (IDP) may help you identify which section will be the most appropriate. An IDP DVD has been made available to all schools.
(Elks and McLachlan 2008)
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As pupils progress through education vocabulary becomes more complex.
Developing these skills using both verbal and non verbal aspects of language.
A range of activities and prompts to help you record a child’s skills including spidergrams and mind maps.
Research indicates a link between early SLCN and behavioural difficulties.
There are thought be three types of memory: sensory, working, and long term memory.
What you hear and what you do with the information you receive to understand it.
The speech and language trainers.