Funding pre- school children (non special needs).
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Transcript of Funding pre- school children (non special needs).
![Page 1: Funding pre- school children (non special needs).](https://reader036.fdocuments.in/reader036/viewer/2022082506/56649ebd5503460f94bc746c/html5/thumbnails/1.jpg)
Funding pre-school children (non special
needs)
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Why fund?
Communication and language are the foundation for children’s learning.
By 5, a child’s vocabulary will predict their education success and outcomes at the age of 30 (Feinstein and Duckworth 2006)
Poor communication skills impact on children’s life outcomes
Low educational achievement
Emotional and psychological difficulties (Clegg et al 2005)
Behaviour difficulties and offending (Cohen et al 1998)
Poor employment prospects (Elliot 2009)
Early intervention is essential to prevent or at least reduce the educational, emotional and social problems caused by SLC difficulties
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The Bercow Report
In 2008 the Bercow Report found that ‘there is insufficient understanding of the centrality of speech, language and communication among policy makers, commissioners professionals and service providers.’
Communication is crucial
Early identification and intervention are essential
A continuum of services designed around the family in need
Joint working is critical
Current system is characterised by high variability and a lack of equality (a postcode lottery)
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Why we need funding for preschool childrenBercow Report:
Majority of SLCN can be identified from 2 years onwards
7% of children enter school with a SLCN
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Children’s Centres
Every child matters
Priority of interventions should take place at Children’s centres
Evidence of good practice in engaging parents and carers was seen mainly but not exclusively through children’s centres
MDT working
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Types of Interventions
I‐CAN
ELKLAN (online training for SLTs and specialist teachers)
Hanen
Every child a talker (ECAT)
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Conclusion
SLTs in preschool centres are currently supporting 37% of preschool children who require SLT input
Postcode lottery still exists
MDT working
Joint commissioning
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References Bercow Report
http://dera.ioe.ac.uk/8405/1/7771-dcsf-bercow.pdf
Clegg, J et al (2005). Developmental language disorders – a follow up in later adult life, Journal of Child Psychology and Psychiatry
Cohen, N, et al (1998) Language, social cognitive processing and behavioural characteristics of psychitrically disturbed children with previously identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry
Crystal, D. (2010). The Cambridge Encyclopedia of Language. 3rd Ed. Cambridge: Cambridge University Press
Department of Education (2014). Statutory framework for the early years foundation stage. [pdf]. Available at:https://mail.google.com/mail/u/0/#inbox/14ca854e5181e1fd?projector=1
Department of Education (2014) SEN code of Practice
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/273877/special_educational_needs_code_of_practice.pdf
Law, J., Wren, J., Lee, Y., Zeng, B. & Lindsay, G. (2014).
“What Works”: Interventions for children and young people with speech, language and communication needs: Technical Annex. [pdf]. Available at: https://mail.google.com/mail/u/0/#inbox/14ca854e5181e1fd?projector=1
RCSLT position paper for supporting children with SLCN needs within intergrated