Sorry long - I only have 15 days to respond. written by Herts thank-you
2. To develop Ds?s expressive and receptive language skills so he can express his needs, access the curriculum, reduce his anxiety and develop his relationships with others.
a) The headteacher/SENCO will ensure all staff are aware of DS?s language needs and adapt their teaching styles to accommodate his needs.
b) All adults working with DS will:
i) Model language and extend DS?s sentences.
ii) Use DS?s name to ?cue him in? to listen before giving an instruction or explanation.
iii) Explicitly teach the meaning of, or ensure DS?s understanding of, words that will be required for a learning task.
iv) Consider more explicit teaching useful PECS symbols and encouragement for DS to use them, or other objects and gestures to communicate.
v) Break tasks/instructions down into small steps and use simplified, clear, explicit language with repetition and visual cues to support understanding (eg using a ?Now and Next? board and a visual timetable).
vi) Will give DS additional time to process information and language to give his response. If he does not respond after a time, adults will repeat the question or instruction using the same language rather than re-phrasing so that he does not have to start processing from ?scratch?.
vii) Reduce frustration and encourage spontaneous communication, by acknowledging DS?s requests, even if it is not appropriate to allow him this at the time, eg. ?reading now, drawing next?, with visual support or referring back to the timetable.
c) The class teacher will continue to seek advice and support from Speech and Language Therapy, at their discretion.
d) To meet the above objective, DS?s needs can be best met by the integration of individualised targets into his daily activities in school and at home through a speech and language therapy programme.
e) The speech and language Therapist will devise and monitor the speech and language therapy programme.
f) The speech and language Therapist will monitor DS?s progress and review the programme for a minimum of 9 visits or the equivalent of 13 hours over the academic year. Within these visits, the following will take place:
i) The speech and language Therapist will jointly devise and prepare a programme and strategies with school staff and family.
ii) The speech and language Therapist/Assistant will work with DS to demonstrate/model specific SLT activities to a named staff member to develop his functional expressive language skills. These will be carried out for a minimum of 15 minutes at least 3 times a week within the educational setting. This may be with the whole class, in a small group or individually.
iii) The speech and language Therapist/Assistant will observe and monitor the implementation of the programme.
iv) The speech and language Therapist will, together with the family and school staff, jointly review the programme and outcomes termly and update/modify as required.
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Proposed statement Part 3 please crit it/shoot it down objective 2
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kafkesque · 27/08/2013 20:06
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