Individual programmes (speech and language difficulties)

After identifying individual children and young people with additional support needs, the SENCo is likely to plan interventions to develop speaking and listening skills at the universal, targeted and enhanced levels across the school. If an individual programme is being developed it is likely that the pupil will have a higher level of need which has been assessed by an external professional. This specialist will probably be a speech and language therapist or specialist advisory teacher: SLCN and will have provided guidance on the aims, strategies and specific resources/programmes. Individual programmes are likely to be different for primary and secondary schools, but there may be some overlaps depending upon the degree and nature of difficulty .The programme should be monitored by parents, child/young person and school in conjunction with external professional(s) in terms of the effectiveness and impact upon the child/young person's progress and curriculum access. There is usually no individual commercial programme or materials, but individual strategies have to be tailor -made to address the individual need and learning objectives.

Attention and listening in primary school

The foundation for all language learning is the ability to attend and actively listen.

What you might see
� Difficulty sitting still for long lengths of time during whole class teaching
� Can only focus attention for short lengths of time
� May not respond to whole class instructions
� Relies on peers and copies their actions
� Gets lost within an activity

What to do
� Make it visual
� Give short instructions using simple language
� Break down instructions to allow all students to complete a task one step at a time
� Ensure whole school instructions are delivered using a consistent approach - explicit, displayed and reinforced
� Be consistent
� Gain attention of whole class/ individual student before giving instructions
� Use task plans which include pictures, symbols and diagrams
� Repeat instructions step by step allowing time to process what to do
� Pre-tutor and regularly review key vocabulary
� Ask children and young peoples to repeat what they have to do
� Play auditory memory games with students
� Use of memory aids to support sequencing of a task (bullet points, visual plan, list, and notebook)

Linked Resources
� McLachlan. H and Elks (2008) - "Language Builders" ELKLAN
� Inclusion Development Programme: SLCN Department for Education, 2011
� Hayden S. & Jordan E. (2012) Language for Learning: a practical guide for supporting students with speech, language and communication needs. David Fulton"
� iPad apps such as notebook
� Speaking and Listening Through Narrative: Reception and KS1 , Black Sheep Press

Receptive language needs in primary school

Some children appear to listen and attend to spoken language, but still struggle to understand spoken instructions and explanations

What you might see
� Does not follow spoken instructions
� Difficulty sequencing stories and numbers
� May struggle to learn new vocabulary
� May be aware of difficulty
� Reading comprehension maybe weak
� Unable to keep up with classroom tasks
� May copy their peers in order to complete tasks successfully
� Limited ability to understand narrative - both orally and written
� All areas of the curriculum affected
� Slow to join in conversations and take part in class discussion
� Low self-esteem and lack of confidence

What to do
� Make it visual
� Provide visual support - visual time tables, task plans, pictures etc.
� Always get attention before giving instructions
� Pre-tutor and review key vocabulary - new word targets should be identified which are linked to ongoing classroom topics and activities
� Teachers monitoring their own level of language with regard to length, speed and complexity.
� Break down instructions into short chunks of information. It is often helpful to use the cues first, next and last with gestures if possible.
� Praise good listening behaviours. Programme such as Black Sheep Speaking and Listening Through Narrative could be used.
� Encourage active listening skills

Resources
� Speaking and Listening Through Narrative (KS1 and KS2) - Black Sheep Press
� Language Builders - Elklan
� Language for Learning - Sue Hayden and Emma Jordan
� Barrier Games - Black Sheep Press

Expressive language needs in primary school

A pupil with expressive language difficulties understands but struggles to put their thoughts into spoken language.

What you may see
� Difficulty sequencing stories and numbers
� Struggles to formulate complete oral sentences
� Unable to use grammar appropriately e.g., verb tenses
� Frustration
� Struggles to recall specific words
� Unable to write sentences to teacher direction
� Sentences may not demonstrate correct grammar and word order
� Reluctant to participate in class discussion
� All areas of the curriculum affected
� Unable to prove understanding
� Unable to join in social conversations in playground
� Low self-esteem and lack of confidence

What you may do
� Make it visual
� Introduce visual support to help pupils understand which elements are needed within a sentence - incorporating colour coding
� Provide models of sentences that include identified target
� Use a variety of story plans to support both sentence construction skills and the development of early narrative skills. Include beginning, middle, end, key questions (who, when, where, what) and character's feelings.
� Model sentences and work on key phrases to help express opinions
� Do not correct a pupil's poor grammar; rather use the correct form when replying.
� Pre-tutor and review key vocabulary - New word targets should be identified which are linked to on-going classroom topics and activities
� Teachers monitoring their own level of language with regard to length, speed and complexity to reinforce simple sentence constructions

Resources
� Targeted resources relating to aspects of speaking, for example, vocabulary, grammar, morphology and syntax published by Black Sheep Press
� Speaking and Listening through Narrative - Black Sheep Press
� Barrier Games - Black Sheep Press
� Language Steps - STASS

Speech and phonology needs in primary school

Children may experience difficulty in saying particular sounds in words. They may demonstrate good understanding and sentence structure however the unfamiliar listener may struggle to understand their speech.

What you may see
� Unaware of his degree of difficulty
� Limited phonic awareness
� Unable to express himself appropriately to his peers and class teachers
� Reduced access to basic literacy skills
� Limited ability to prove his understanding of the curriculum
� All areas of the curriculum affected

What should you do
� Don't pretend to understand but encourage him to express himself using gesture
� Help your understanding by having a context/home school diary
� Value his strengths to maintain his self esteem
� Model correct words in sentences
� Check that his hearing is within normal limits
� Refer to Speech and Language Therapy
� Work on listening skills - i.e. Letters and Sound - to increase auditory awareness and discrimination

Resources
Follow the advice of a Speech and Language Therapist
Letters and Sounds - DFE
Soundaround - David Fulton
Phonology - Smith and Walton - SEND: TST: Speech and Language( see resources section)

Social interaction skills
The child has the basics and structure of language however he does not always know when and how to apply them (pragmatics)

What you might see
� He learns social rules but does not always apply them appropriately
� Weak verbal reasoning skills- tends to interpret information literally
� Struggles to be successfully involved in group activities
� Struggles at play times and unstructured times
� Sometimes misinterprets non-verbal signals
� Can react aggressively
� Unable to follow instructions and start tasks without support
� Difficulty in learning new complex and abstract vocabulary
� Unable to select key information
� Struggles with inference and prediction
� Difficulty to form and sustain friendships and relationships

What to do
� Make is Visual
� Be clear about the rules of interaction within the classroom e.g. waiting turns, put your hand up, sit quietly, line up.
� Have the rules written on a sign in the classroom - they can also be in pictorial form.
� Refer to the rules every time they are broken.
� Use a credits point system to reward children for adhering to the rules.
� Use task plans
� Encourage organisation, tidying up and categorisation.
� Teach social awareness, friendship skills, language of emotion, and recognition of facial expressions.
� Use concrete literal language when possible.
� Be alert to signals from the child that they are becoming frustrated.
� Accept gesture or eye contact as a 'turn' in social interaction
� Encourage the class group to be aware of social needs
� Use a buddy scheme at play times
� Remind children about playground rules each day.
� Avoid 'why?' Better to focus on what would have been a good thing to do?

Resources
� Time to Talk (LDA)
� Socially Speaking (LDA)
� Social use of Language Programme (SULP), Wendy Rinaldi
� Working with Pragmatics - Andersen-Wood, L. and Rae Smith, B. (1997), Winslow Press
� Comic Strip Conversations - Gray, C. (1994), Future Education, Arlington
� The New Social Story Book - Gray, C. (2000), Future Education, Arlington
� BT Education resources
� Circle time - Jenny Mosley Publications

Individual programmes in secondary school

Secondary individual programmes may be related to:
� Attention and Listening
� Following instructions
� Vocabulary - Understanding and Use
� Verbal reasoning
� Understanding /use of language structure
� Narrative
� Social
� Speech

Resources
For possible specific strategies , activities and resources please see the secondary classroom strategies (section 5 of the SLCN part of this website) in conjunction with group interventions (section 6) and resources ( section 14).The young person will also need some individual tutoring, additional classroom support alongside a framework of support within the school.
Also refer to the Inclusion Development programme: SLCN (2011) - Key strategies for supporting SLCN in class: developing Independent learning and individual aids.

*If a young person has on-going unclear speech at key stage 3 and beyond their needs should be addressed /advice sought from a speech and language therapist"