Support Children s Speech, Language and Communication

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1 Unit 14: Unit code: QCF Level 3: Support Children s Speech, Language and Communication T/600/9789 Specialist Credit value: 4 Guided learning hours: 25 Unit aim This unit explores the ways in which those working with children can support the development of speech, language and communication skills. The unit also looks at how to recognise, and access specialist support, for those children who may have speech, language and communication needs. Unit introduction Speech, language and communication skills are essential life skills that enable individuals to function within society but also to access the curriculum. This unit enables the Learner to support the development of children s speech, language and communication skills. Learners will explain and understand the importance of speech, language and communication for children s overall development and the benefits of adults supporting their development within the learning environment. Learners will develop their understanding of how environments support speech, language and communication and will contribute to maintaining a positive environment that supports this. Learners will use the skills they acquire in all aspects of their work to support access by pupils to the broader curriculum within the school and their inclusion at play for example. Learners will be able to work with individual or groups of pupils to develop their skills and use both non-verbal and verbal communication to express themselves. 153

2 Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand the importance of speech, language and communication for children s overall development 2 Understand the importance and the benefits of adults supporting the speech, language and communication development of the children in own setting 3 Be able to provide support for the speech, language and communication development of the children in own setting Assessment criteria 1.1 Explain the speech, language and communication needs of children 1.2 Explain how speech, language and communication skills support children s learning, emotional, behaviour and social development 1.3 Describe the potential impact of speech, language and communication difficulties on the overall development of a child, both currently and in the longer term 2.1 Explain the ways in which adults can effectively support and extend the speech, language and communication development of children during the early years 2.2 Explain the relevant positive effects of adult support for the children and their carers 2.3 Explain how levels of speech and language development vary between children entering early years provision and need to be taken into account during settling in and planning 3.1 Demonstrate providing support taking into account the age, specific need, abilities, home language, interests of the children in own setting 3.2 Demonstrate how day to day activities within the setting can be used to encourage speech, language and communication development in young children 3.3 Demonstrate in own practice how to work with children to develop speech, language and communication on a one to one basis and in groups 3.4 Evaluate the effectiveness of speech, language and communication support for children in own setting 154

3 Learning outcomes 4 Be able to contribute to maintaining a positive environment that supports speech, language and communication Assessment criteria 4.1 Explain the importance of the environment in supporting speech, language and communication development 4.2 Review evidence about the key factors that provide a supportive speech, language and communication environment 4.3 Demonstrate how settings use the environment to provide effective support for speech, language and communication for all children and young people 155

4 Unit content 1 Understand the importance of speech, language and communication for children s overall development Explain the speech, language and communication needs of children: 0-5 eg verbal communication, voice tone, sound patterns, repetition, rhyme, alliteration, naming familiar objects; non-verbal communication eg eye contact, facial expression, hand gestures, pointing; social interactions, opportunities to follow simple instructions; use of resources, work with parents/carers within boundaries of own role 5-11 eg verbal communication, storytelling, news, drama, role play, anecdotes from personal experience, past, present and future, social interactions between peers, parents, teachers, other adults; opportunities to follow complex instructions; support sustained conversations; opinions; work with parents and carers within boundaries of own role 11-16: eg verbal communication, discussion; check understanding eg summarise, join in social interactions; support eg interest in personal, social news, awareness of social networking sites, rapport, trust, openness, praise, support, work with parents, carers within boundaries of own role 16-19: communication eg active listening eg reflect back, body language, open questions, non-judgemental, empathy, understanding, shared decisions, consult, negotiate, discuss, share opinions, involve parents and carers as appropriate within boundaries of own role Explain how speech, language and communication skills support development: ways eg communication, listening, literacy, understanding, expression, explanation, discussion, instructions, interaction, empathy, care, expectations, relationships Describe speech, language and communication difficulties: impact eg limited ability to play with others, limited ability to build relationships, limited social skills, poor or inappropriate behaviour, isolation, low self-esteem, low confidence, poor communication, poor literacy skills; impairments eg visual, hearing, motor; difficulties eg understanding information, expressing themselves, understanding what others are saying, making friends or relating to adults; inability to access the curriculum 2 Understand the importance and the benefits of adults supporting the speech, language and communication development of the children in own setting Adults support development: ways eg naming familiar objects, non-verbal communication, use of resources, picture books, treasure baskets, story sacks, telephone, nursery rhymes, music, songs, dance 156

5 Explain positive effects for children, young people and their carers: range eg improved communication skills, listening, body language, vocabulary, conversation conventions, social interaction, positive behaviour, self-esteem, self-confidence, positive relationships with peers, parents, carers, families, other adults, ability to follow verbal instructions, emotional development, increased self-confidence, inclusion Explain varied levels of speech and language development: variations eg personalised targets, outcomes, timeframes, individual, group need, medical, social, educational 3 Be able to provide support for the speech, language and communication development of the children in the setting Providing support: models eg stimulating visual environment, opportunities for play, discussion, first hand experiences, scaffolding children s language, familiarity with words for special objects, subject-specific language, adapting own language, appropriate words, use of makaton and sign language, lip reading, ICT, specialist communication aids, events, meeting and greeting, interviewing; notices, posters Day-to-day activities: range eg structured activities, opportunities for selfexpression, discussion, interaction with peers, parents, teachers, other adults, opportunities for one to one conversation, adapt own language style to age, stage of development Own practice: eg encouraging pupils participation in making decisions and choices, negotiating with pupils according to age and stage of development, supporting pupils development of thinking skills, listening to pupils and maintaining pupils interest, monitoring pupils progress, referral to others; adapting strategies for different learning needs and styles; supporting positive relationships between pupils and other adults in the setting Effectiveness of speech, language and communication support: tools eg records, record keeping systems, observation, checklists, discussion, assessments, team meetings, staff meetings, parent/carer liaison, multi-agency groups within boundaries of own role; documents eg Common Core of Skills and Knowledge for the Children and Young People s Workforce, Early Years Foundation Stage Curriculum, National Curriculum, Every Child a Reader, Every Child a Writer, Every Child Matters 4 Be able to contribute to maintaining a positive environment that supports speech, language and communication Importance of the environment: eg learning environment, displays, lighting, sound levels, comfort, learning activities, range of resources, visual stimuli, sensory stimuli, audio stimuli, sound, relationships Key factors: factors eg physical environment, roles and responsibilities, training, development needs, appropriate involvement of others, records, development norms, cultural factors, individual needs, attitudes, behaviours 157

6 Settings provide support for speech, language and communication children: factors eg welcome, happy, integration, diversity, tolerance, understanding of the children and young people with whom they mix and learn, teamwork, parental involvement, multi-agency support; age appropriate activities and resources, distractions, lighting, noise, temperature, ventilation, adapting own behaviour and communication for pupils as appropriate, age, ethnicity, needs and abilities, bilingual or multi-lingual settings; conducive learning environment 158

7 Essential guidance for tutors Delivery Some of the knowledge and understanding for this unit may come from learner research or practical work experience, whilst some will be gained outside of the classroom or from observed practice in a work placement that engages learners in participating in providing support for pupils with speech, language or communication difficulties. Learners will need to spend time in the workplace working with specific children, getting to know them and understanding their needs. Delivery strategies should involve tutor input and learners will need to be guided towards appropriate materials, including electronic resources, appropriate ICT and DVD material, and would benefit from inputs from outside speakers with specific areas of expertise. Learning outcome 1 requires learners to explain the speech, language and communication needs of children. Tutors may wish to work with a group of learners and discuss with them their current level of understanding, this could be established through discussion or a variety of communication methods, for example written or illustrations. Guest speakers could be invited to share their area of expertise, for example a special educational needs coordinator, a local authority representative or speech therapist. Learners could pre-prepare relevant questions in readiness for these presentations that enables speakers to address any aspects of learner knowledge that would benefit from improvement. Activities that engage learners in the use of speech, language and communication would support them in understanding the challenges facing children in their own care and develop their ability as effective communicators. Learner ability to plan for and support the development of communication skills amongst children, to enable them to participate in the full range of interactions, activities and experiences available to them, could be developed through a group activity where learners analyse video/dvd material to consider the effect, for example, speech, language and communication delays have on the ability of pupils to engage with the curriculum. Short video clips, easily available from the internet, can be shown to give examples of difficulties or behaviours not yet encountered by learners. Discussion could then follow about what was observed and some of the ways in which support could be given. To develop learner ability to support pupils in developing communication skills they could be encouraged to support each other in making presentations to the group or engage in role play. Further discussion of case studies where speech or language development has not followed the normal pattern would also serve as a useful tool to support learning. By looking at examples of ways in which development has not followed the usual norms, and of the behaviours and learning needs exhibited by different pupils, learners will grow to understand that the needs of each are unique. Learners could share examples of good practice from the workplace at each tutorial session. They could also visit other work environments and discuss the characteristics of the work they observe, respecting confidentiality at all times. 159

8 Assessment Assessment criteria 2.3, 2.4, 3.1, 3.1, 3.3, 3.4, 4.1, 4.2 and 4.3 must be assessed in the workplace. Suggested assessment activities Learning outcome 1 requires explanation and understanding. Learners could evidence their knowledge of the legal framework that governs the entitlement of children and young people with disabilities and those with special educational needs in the form of a briefing or presentation to a staff training session for example. Both methods would enhance the experience of learners and develop learner confidence in their ability to present written information or communicate verbally to other audiences. A briefing paper or PowerPoint presentation, for example, must demonstrate that learners understand the regulation, the assessment frameworks and need for early recognition and intervention. A similar presentation of learner evidence could be used to satisfy learning outcome 2. Learners could create a briefing paper or presentation for delivery to a small group of professionals likely to be involved in working with children in their working environment, or to a new member of staff. This task will provide opportunities for learners to describe the relationship between disability and special educational needs and the nature of the particular disabilities and/or special educational needs of the children and young people they work with and describe how to meet their needs. Learning outcome 2 could be delivered using a case study of children/young people from their workplace setting that is then developed to address learning outcomes 3 and 4. The case study could be presented as a portfolio of evidence that includes the information they have obtained about the individual needs, capabilities and interests of the pupils they work with, the barriers they identified to their speech, language and communication development and how they removed them. This could be supplemented with expert witness statements that evidence how learners worked within the day-to-day activities of the setting to encourage speech, language and communication development in young children on a one-to-one basis, in groups, with others to support pupil participation and equality of access and with pupils in inclusive situations. The portfolio should include evidence of how learners evaluated the effectiveness of speech, language and communication support delivered and they could evidence this in the form of a diary or log. Learner ability to contribute to maintaining a positive environment that supports speech, language and communication could be verified through observation by other professionals in the setting or by the work-based assessor. Learners will need to evidence their understanding of the importance of the environment in supporting speech, language and communication development by presenting a briefing, for example, to fellow professionals or parents. A presentation of this nature would also provide a vehicle in which learners review evidence about the key factors that make up a supportive environment. Learning outcome 4 could also be evidenced by a demonstration of how to create an environment that encourages and supports speech, language and communication development for children. This could be observed and assessed by other professionals in the setting or by the work-based assessor. 160

9 Essential resources As this is a work-based programme, all learners will either be directly involved in working as part of a team or have access to situations or schools/organisations where adults work in teams to support teaching and learning activities. All learners need an opportunity to participate in a team activity within the teaching and learning environment. Indicative resource materials Textbooks Extending Inclusion (Council for Disabled Children, 2008) ISBN Bulman K and Savory L BTEC First Children s Care, Learning and Development (Heinemann, 2006) ISBN Burnham L S/NVQ Level 2 Teaching assistant s Handbook, 2nd Edition (Heinemann, 2008) ISBN Meggitt C Child Development An Illustrated Guide, 2nd Edition (Heinemann, 2006) ISBN Websites Specific websites are available with related content. The Communication Cookbook is a resource book of activities to support children s language and communication - downloadable from Explaining Speech, Language and Communication Needs (SLCN) a simple guide for frontline staff defining SLCN and outling the range and impact of SLCN downloadable from Better Communication: An action plan to improve services for children and young people with speech, language and communication needs downloadable PDF from the DCSF website Various websites are available with assessment-related content, some of which will depend on the specific sector, market and organisation. An indicative range of general websites is given below Centre for Studies on Inclusive Education Chartered Institute of Personnel and Development The Communication Trust Department for Business Innovation and Skills Department for Education Edexcel ENTO General Teaching Council of England I CAN The Open University 161

10 Teachernet Teachernet - Supporting Pupils with Medical Needs: A Good Practice Guide The Training and Development Agency for Schools 162

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