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Speech & Language Therapy Services in Mainstream School
Parent session – Rosendale school
Marie-Therese Worthington, SLT
Aims• Discuss areas targeted in speech & language
therapy• Discuss the current service delivery model• Outline suggestions for how school & SLT
support children’s speech, language and communication needs (SLCN)
• Give ideas for how to help your child at home
Terminology
Lots of modelling
Lots of praise
Understanding
Expressive Language
Vocabulary, grammar, narrative
Clear speech sounds and fluency
Attention & Listening Social Motivation
Play
SLT service to Mainstream Schools in Lambeth
• School caseload is allocated number of SLT sessions based on clinical need
• SLT liaises with SENCo to plan how to use this time. • SLT programmes set up after: discussion with CT,
discussion with parents, observation & assessment.• Typically, SLT models activities for teacher/TA to carry
out at least twice a week.• Schools use teacher checklists to identify children
who need to be referred
SLT service delivery in Lambeth
Universal ServicesThose services that are available to all children and their families
Targeted ServicesThose services that provide support aimed at particular groups of children often within universal settings
Specialist ServicesThose specific SLT services provided for newly referred children and those with high-level needs
Training – re language development and environment Advice Clinics / Drop-ins that anyone can attendModelling in the classroom
Drop-ins where those on caseload are invitedIEP meetingsCommunication groups / programmes run by school staff with SLT support(Joint working with teachers around differentiation and target setting) (Training aimed at supporting specific groups of children)
•Assessment•Reports (initial, SA2, annual review)•Direct therapy (1:1/group) •Specialist Outreach (complex needs, ASD)
Why do you need to support your child’s language development
So your child can:
– Tell you their needs– Have a conversation with you!– Understand instructions– Make friends– Access the curriculum at school
Parent Child Interaction
• The way adults interact affects how children communicate.
• You as the parent or carer play a key role in supporting your child’s thinking and language development.
LOOK
• Look at what your child is doing and take an interest in it
• Listen to what they are trying to say
RESPOND• Give your child lots of
praise.• If your child makes a
mistake, model the correct word/phrase.
• Ask as few questions as possible.
• Expand their language by adding new words.
Special TimeFive minutes each day where you give your child
your undivided attention.
During this time:• allow your child to choose what to play with. • Follow their lead at all times. • Comment on what they are doing.• Have fun!
Play
• Play is essential to your child’s development
• It is linked to other skills such as language and thinking
• To develop these skills children need to have someone to play with
Tips for playing with your child• It does not have to be expensive or complicated; it’s an
opportunity to get creative!
• Get together lots of different things for your child to look at, think about and do.
• Give your child plenty of opportunities to use their bodies by running, jumping and climbing, especially if you don’t have much room at home.
• Remember ‘Special Time’!
• Clearly label objects / actions• Use lots of repetition• Show object at the child’s eye level• Speak slowly• Speak at the child’s language level • Use body language, facial expression and
gesture• Offer choices to your child
How can you support your child’s understanding?
Take Home ActivityPick one strategy we have mentioned today to
help support your child’s language development.
Practice the strategy at home this week when playing with your child.