7. Student case study - expressive language speech clarity

Name: Kayleigh     Age 12    Setting: Mainstream Secondary School

Strengths: 
• average attainment in core subjects 
• good readings skills - tends to learn through a "whole word" approach 
• good observational skills

Areas of need:
• history of speech clarity and processing difficulties 
• anxiety when put on the spot to answer questions or explain ideas 
• finds hand writing skills difficult - prefers to use word processing 
• avoids saying words with the specific sounds that she finds difficult to produce 
• hesitant and difficulty formulating full sentences 
• evidence of stammering especially when under pressure

Impact on learning: 
• difficulty expressing ideas and talking about learning 
• finds written recording difficult 
• difficulties sharing ideas with others and joining in some lessons - e.g. drama

Impact on social development: 
• tends to be quiet and has a restricted yet trusted group of friends 
• over-reliance on friends to speak on her behalf

Emotional behaviour: 
• can be easily frustrated when others ask her to repeat or don't understand immediately 
• lacks confidence in learning situations 
• can be reluctant in new situations

Organisational: 
• often needs rehearsal in small groups before talking at whole class level

Key strategies: 
• follow specific advice of a speech and language therapist 
• positive recognition of verbal contribution including constructive verbal feedback from others essential - being sensitive to the pupil's need, for example speaking multisyllabic words 
• opportunities to speak in less pressurised situations and/or with familiar adults and trusted peers 
• use of visual and practical ways of contributing 
• allow additional thinking time to formulate spoken language 
• provide additional time to rehearse oral contributions 
• provide visual planning frameworks to support spoken and written language 
• provide alternative recording methods 
• simultaneously provide a specific literacy programme to maintain progress 
• be aware and take advice on the teaching of phonics from the speech and language therapist