Speech, language and communication needs (SLCN)

Language is central to learning. It provides the main tool for teaching and learning and, by experiencing language for these purposes, children’s language develops further. Through active participation and through interaction with people and with their environment, children learn to make sense of their world. Learning and in particular, learning through the use of language is an intellectual, emotional and social activity. (Martin and Miller, 1999).

We will seek to provide an increased understanding of the process, pace and purpose of normal language development for those who support learners with speech language and communication needs (SLCN). This will be used as a basis, for providing a framework for assessing SLCN within educational contexts and identifying appropriate support strategies. Most children have not only ‘learned to talk’ but are also able to ‘talk to learn’ prior to school entry. For children who do not experience difficulties with speech, language and communication, their ability to use language to communicate, reflect and reason, and plan and monitor their own behavior appears to happen with comparative ease. However, for those who teach pupils with SLCN, progress is often frustratingly slow. Although ‘early identification’ has been enshrined within Special Educational Needs (SEN) policy for at least a decade (DfE, 1994; DfES, 2004) and is an important component of educational practice, there is little doubt that language difficulties have a long-term pervasive effect on educational attainment.

It is crucial that the development of the use of language is regarded as a whole-school responsibility with all staff having an awareness of how to support and enhance language development through their interaction with pupils.

In thinking about the development and use of language, it is clear that there is a contrast between the complexity of the communication process (see Figure 1) and the apparent ease with which the majority of infants learn to understand and use language.

Figure 1 describes the processes involved in communication. The right of the diagram is concerned with ‘input’, i.e. listening and understanding that we refer to as ‘receptive language’ and the left-hand side is concerned with the output of speech and language that we refer to as ‘expressive language’. In normal language development, receptive language (i.e. understanding) precedes expressive language development. Parents and caretakers continue to talk to their babies, even though they may get limited response, in order to promote understanding of language. It is important that those who support learners with SLCN ensure that the development of receptive language is not limited by the learner’s restricted use of language. Talking, commenting on what the pupil does, reading stories, etc. are important activities for those who support learners with SLCN.

اخر الاخبار

اخبار العتبة العباسية المقدسة

بذكرى شهادته.. جموع الزائرين تشيع النعش الرمزي للإمام الكاظم (عليه السلام) عند مرقده الطاهر في بغداد

العتبة العباسية المقدسة تنظم مجلس عزاء بذكرى شهادة الإمام الكاظم (عليه السلام)

جموع المؤمنين تشيّع النعش الرمزي للإمام الكاظم (عليه السلام) عند العتبتين المقدستين

شعبة التوجيه الديني النسوي تنظم مسابقة ميدانية بذكرى شهادة الإمام الكاظم (عليه السلام)

المزيد

الآخبار الصحية

الخبز الأسمر أم الأبيض.. أيهما أفضل لضبط سكر الدم؟

عقاقير التخسيس و"الانتحار".. الحكومة الأميركية تحسم الجدل

الهرم الغذائي الجديد.. لماذا يعد "انقلابا" في خارطة الطعام؟

لحماية ظهرك وقلبك في آن واحد.. ما وضعية النوم الصحيحة؟

المزيد

الآخبار التكنلوجية

كيف يعزز الضوء الطبيعي تفكيرك وانتباهك خلال اليوم

سابقة.. طاقم من محطة الفضاء الدولية يعود إلى الأرض مبكرا

منصات التواصل تضرّ بنفسية المراهقين… والفتيات الأكثر تأثرا

ابتكار ألماني قد يغيّر مستقبل صناعة البلاستيك

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998