1. Know about typical language development
Speaking and understanding language develops gradually through childhood and into adolescence. Understanding typical language development and knowing what to expect from the children you work with is important.
If you know the progression of language you can support children to move to the next stage as well as spot those who need a more targeted approach.
There are some helpful resources available that show what to expect at different ages and stages of development including:
2. Identify children needing support
If you become aware either through your observations or assessments that a child needs a more targeted approach with their speaking and understanding:
Use an identification checklist to explore your concerns further and help determine which aspects of speaking and understanding the child is finding difficult. Some helpful resources include:
Universally speaking
Universally Speaking Primary Checklist can be used with any children that you’re concerned about.
The Progression Tools
Progression Tools Primary Years Set. These can help with identification and also be used to track progression of these skills over time or following interventions.
Speak to parents/carers – they know their child better than you and can provide information about how the child understands and uses language in lots of different situations. It may be that a child’s difficulties have been spotted before or parents/carers have already raised concerns. Some children though may have just slipped through the net.
English as an additional language (EAL) – It’s important that parents use their home language with their child so that they can develop the important foundations for language learning on which to build English. Speaking English as an additional language is not a cause for concern and can be a real benefit. However, children with EAL are just as likely as their monolingual peers to have a difficulty with speaking and understanding.
For more information about EAL and Speech, Language and Communication Needs (SLCN) visit: Bilingualism London Clinical Excellence Network
3. Know how to support all children’s language development
All children benefit from being taught in communication friendly schools.
These resources will help you to think about your classroom environment and whether it is communication friendly
Some children with language difficulties benefit from a focused language intervention group to accelerate their language skills. This enables them to learn and practise skills through quality interactions in a small group.
For those children who need a more targeted approach the assess,plan, do and review cycle works well.
| Assess | Plan | Do | Review |
|---|
| Classroom observations | Class-based strategies | Follow plan | Review support strategies: continue / adapt? |
| SLC tracking: concerns? | Input from SENCO | - | Targeted support / interventions? |
| SLCN checklist | Input from parents | - | Further support / external advice |
Some key strategies and approaches you can use to remove barriers to learning and support the child can be found here: Speech and Language UK’s Talking Point.
Some children have Developmental Language Disorder, which is a long term language difficulty that impacts on everyday social interactions and educational progress. DLD can be mistaken for a range of things including behaviour problems, poor attention, being shy or quiet, general learning difficulties or another type of SLCN such as Autism or Dyslexia. It is therefore important to be tuned into possible signs of an underlying language difficulty so that children do not get missed.
More in depth information about Developmental Language Disorder can be found here.
4. Work with others
Seek advice from your school SENCO on setting up a plan and support package for individual children about whom you have concerns. Through discussion a decision might be made to refer to outside agencies. They include speech and language therapists, specialist or advisory teachers and educational psychologists. Services vary depending on location but planning carefully and working closely together has been shown to be important to achieve the best possible impact.
These resources provide tips on what to consider before making a referral; how to provide effective information in a referral and what the decision-making process might look like.
Making effective referrals - Considering the whole child or young person
Making effective referrals - Building a communication profile
Making effective referrals- The referral decision-making process
