Wording for statement ... what do you think?

[nappyaddict]

For SALT -

Access to speech and language therapy language groups as often as they are running within the special school setting.

I had something very similar, although ds is in mainstream, we are still sending in amendments!

What I did - I spoke to SALT and she agreed to back up what I wanted and ds needs. I then rewrote and specified and quantified etc. They sent it back with some of the changes and I returned it with more to make!

I actually rewrote the whole statement as it was completely useless, I asked for the moon but know where I am willing to be flexible - but they don't! So far I am winning most battles and fingers crossed we won't have to go to tribunal.

Good luck and plod on.

I have asked for the moon and luckily got most of it. It was due to go to tribunal in February and despite them saying when I originally sent in ammendments that they wouldn't be possible they have given me all of them apart from the quantified amount of speech I wanted which was fortnightly sessions. The SALT runs a language group for 6 weeks of the term and then 6 weeks off so my original quantified suggestion of fortnightly sessions isn't really appropiate.

Nappyaddict, if you are definately getting a special school then the original rules don´t apply. Hopefully SLT is embedded in their daily practice anyway. However, do get one of the charities to look over your statement and wording if at all possible.

He is already at special school :)

No-you have to be more specific- dcs will not necessarily get good SALT provision at SN school-this is one area where ds's school have been good with him ,but know of other dcs in the school who need,but are not getting proper provision

Nappyaddict, I agree with Star. Genuinely, the set-up at Special schools is so different. They tend to use 'total communication' so (certainly this is true of DD1's special school) they use Makaton at all times, for example.

At DD1's SS the SALT comes in and does fortnightly 'communication groups', which means that a group of children from her class are engaged in a themed activity with the SALT, and the SALT is modelling techniques to the Teaching Staff in the class.

DD1 is actually one of the most verbal in her YR/YR1 class, so they often pair her with a YR1 boy who is also quite verbal.

The Teaching Staff then use the techniques modelled with the children. Two weeks later, the SALT does another group.

If a child has specific difficulties, then they would get individual therapy sessions. However, for most children with global S&L delay, they need immersion with peers and good modelling, I think, rather than 1:1 instruction. DD1 spent all of her MS SALT sessions being cajoled to sit at a table, when infact, the SALT would have got a whole lot more language out of her if she had joined DD1 in what had taken her fancy

I have found the transition to SS for DD1 quite hard, because I am so used to fighting for her. But what I have seen from going to the school, is that they do it all, all the time.

Even play time and lunch time is 'SALT' time. They don't have unsupervised play. All break times are carefully thought out with different activities modelled for interested children.

I think that is certainly the case that total communication is used,but I was talking about specific SALT imput-ds sees a SALT once or twice a week and has work to do daily-other children don't(who need it)It has helped him hugely-Lougle,your school sounds great -unfortuately not all SN schools are as good - nappyaddict hope you've got a good one

I suppose it depends what SALT needs you are talking about.

If a child has specific trouble with sound recognition or sound formation (not being a SALT I don't know the specific terms, sorry) then I can see that specific SALT sessions can be useful.

However, with a child who has generalised S&L delay, along with attention difficulties, etc., so much of their problems with language and speech are underpinned by a delay in the acquisition of 'pre-learning' skills.

For DD1, you could tell her til the cows come home that it is 'BA - NA - NA' not 'MANA', but she a) doesn't even recognise that she is saying 'mana' b) doesn't seem to hear the difference between 'mana' and 'banana'

She needs to work on pre-learning skills like sharing attention, joining activities that an adult chooses, listening to instructions, listening to explanations, etc.

What use is an hour of 1:1 SALT to a child who cannot even sit still for 5 minutes, and doesn't give two hoots whether you say 'mana' or 'banana'?

It took me a long time to come to that conclusion, but having seen the hours I spent in a SALT room with a SALT who wanted DD1 to sit at a table and read a book, when DD1 wanted to look at the trees out of her window, or the toys up on the shelf, I could see that it was doing nothing. The one useful session I saw was when I took over and said 'OK, what about 1 think that wants to do, then 1 thing that wants to do?' Finally the SALT saw some language.

The SS environment means that for DD1, the teaching staff can capture SALT opportunities during any activity DD1 is doing. Extending language, adding content, clarifying pronouciation, etc.

I have tried it as I typed:

Me: DD1, say 'banana'
DD1: 'Mana'
Me: 'Banana'
DD1: 'Mana'
Me: DD1, BA - NA - NA
DD1: BA............ 'mana'

There are so many words in her vocabulary that are 'wrong'. she says 'armti' for 'aren't I?' she copies phrases adults use, but she hears them differently to us, I think.

Lougle I see what you mean-specific work has really helped ds (still think your school sounds great)

intothewest More specific how though? I want him to attend the language group as often as he possibly can - ie every time it runs, I am not sure how I can make this more specific?

Well if you really want it specified, how about:
"DS will attend all language group sessions run by the SALT each term. Currently this is a 6 week programme, followed by a 6 week consolidation period. SALT programmes provided in the setting may be subject to change, either in pattern or duration, and DS will attend all Language Group sessions that the SALT provides. However, regardless of such changes, DS will receive a minimum of 6 hours direct SALT from a Qualified and registered SALT each term, whether in the form of Language groups or individual SALT sessions.

Any assessments, reporting, consultation or advice to teaching staff will be additional to the 6 hours direct therapy by a Qualified and Registered SALT. Consolidation SALT work carried out by non-SALT Qualified and Registered teaching staff (ie. Teachers or Teaching Assistants) will be additional to the 6 hours direct therapy from a Qualified and Registered SALT, and will be supervised by the SALT.

Thanks Lougle, I'm not sure how long the sessions are. I get a feeling they wouldn't be an hour long.

Hi- sorry I had to take ds to physio-I think Lougle's covered it !!

OK I thought I had managed to compromise with the LA and got them to agree to:

When groups are organised by SALT that are appropiate for X's language or speech sound development level and age, he will be included. This will be a minimum of 6 hours per academic year. This will be in addition to three termly reviews and provision specified in u). In addition, X will attend regular language groups run by school staff.

What they have sent back in the statement is:

When groups are organised by SALT that are appropiate for X's language or speech sound development level and age, he will be included. This will be a minimum of 6 hours for this academic year. This will be in addition to three termly reviews specified in u). In addition, X will have access to language groups run by school staff. These recommendations are for 12 months only and may change at the next annual review.