Speech, Language And Communication - Session Nine
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Speech, language and communication Special educational needs and/or disabilities Training toolkit Session 9 Areas of need set out in the SEN Code of Practice
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Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses
Transcript of Speech, Language And Communication - Session Nine
Speech, language and communication
Special educational needs and/or disabilitiesTraining toolkit
Session 9
Areas of need set out in the SEN Code of Practice
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Learning outcomes
You will understand the:− elements of communication− importance of monitoring speech, language and
communication development− foundations of effective communication
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Learning outcomes (continued…)
You will be able to:− differentiate lesson planning for students with SLCN− differentiate your questioning − model good communication− support the development of storytelling
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Learning outcome
You will understand the key terms used in the discussion of communication
Activity 1
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Expressive and receptive communication
Where students with SEN use alternative forms of communication, such as sign, rather than oral language, it is often more appropriate to use the terms ‘expressive and receptive communication’ rather than ‘speaking and listening’
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Role of language and communication
The development of language and communication is fundamental to written literacy and behavioural, emotional and social development
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Why teachers need to know about language development
− To understand the stage students have reached in their learning
− To plan the next steps in their learning− To identify the barriers to learning that students
with atypical language development may face
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Learning outcomes
You will:− know the three elements of communication− understand their importance for removing barriers for
students with SLCN
Activity 2
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Elements of communication
− Form grammar
− Content vocabulary
− Use pragmatics − knowing how to use language, for example the rules of conversation, such as taking turns
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Stages of development
− Research has established patterns of development for each of the three elements
− They are generally hierarchical, ie you need to have reached one point in development to be able to move on to another
− The three elements work together to allow a student to be a successful communicator
− Students move through developmental stages in many different ways
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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About P scales
− P scales are best-fit performance descriptions used to assess students who have not yet reached national curriculum levels
− There are eight P levels before national curriculum level 1
− P scales are not a curriculum− P scales support target setting in schools− They are not developmental patterns as such, but use
the knowledge we have about development to set out levelled performance criteria
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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P7 listening (receptive communication)
− Students listen, attend to and follow stories for short stretches of time
− They follow requests and instructions with four key words, signs or symbols − for example, “Get the big book about dinosaurs from the library”
− They attend to, and respond to, questions from adults and their peers about experiences, events and stories − for example, “Where has the boy gone?”
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Possible answers
− Form/Grammar− follow requests… with four key words− understand the question form in “Where has
the boy gone?”
− Content/Vocabulary− “Get” “big” “book” “from” or “library”− “Where has the boy gone?”
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Possible answers (continued…)
− Use/Pragmatics− listen, attend to and follow stories for short
stretches of time− attend and respond to questions from adults and
their peers about experiences, events and stories
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Learning outcomes
You will:− understand the basics of developing a communicative
learning environment− acquire some core skills of teacher communication
Activity 3
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Language in context
Language does not occur in a vacuum but:− develops in a social-cultural context− is influenced by the cognitive skills students bring
with them− develops gradually− develops at varying rates
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Language in context (continued…)
Language development is an interaction between the environment and the child’s cognitive skills
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Three areas
− Responding to speech errors− Choosing the right questions− Praising appropriately
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Scenario
− A year 7 class went to the local castle yesterday− The trip was a great success− Students appreciated the guide dressed as one of Cromwell’s
soldiers, with his armour, helmet and large sword− They were impressed by the dungeon with its rusty rings on the
walls and narrow grating through which the prisoners could see the outside world
− They had their sandwiches on the grass by the two black cannons that pointed out over the valley
− Imagine the teacher is taking the students through the experiences, using discussion
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Learning outcomes
You will understand:− the principles of differentiation for students with SLCN− possible strategies to support them
Activity 4
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Football as “Geography in action”
Geography in action
Arsenal versus Manchester United football match on Saturday 3rd November 2007
Shoreditch Communication Skills Project
Listen EAR©
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Football is a globalsport…yes/no?
Shoreditch Communication Skills Project
Listen EAR©
Geography in action
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Did you know that the players from Arsenal and Man U were from 13 different countries?Can you guess the six countries for the Arsenal players?
Sagna Toure Fabregas Rosicky Gallas
Hleb Flamini AlmuniaClichy Adebayor
Eboue
Shoreditch Communication Skills Project
Listen EAR©
Geography in action
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Here is a clue…
Geography in action
France Spain Togo
Ivory Coast Czech Republic
Shoreditch Communication Skills Project
Listen EAR©
Belarus
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Can you guess the eight countries for the Man U players?
Shoreditch Communication Skills Project
Listen EAR©
Vidic
Van der Sar
Brown
Ferdinand
Evra
Ronaldo Hargreaves Anderson Giggs Rooney
Tevez
Geography in action
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Here is a clue…
Shoreditch Communication Skills Project
Listen EAR©
Geography in action
France Portugal England Argentina
Brazil Wales Holland Serbia
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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In what other ways can geography be linked to football?
Shoreditch Communication Skills Project
Listen EAR©
Geography in action
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Shoreditch Communication Skills Project Geography in action
Listen EAR©
Did you know…
− The match between Arsenal and Manchester United was watched by 600 million homes in 202 countries
− The overseas TV deal for Premier League matches was worth £625 million at the time
− It costs over £40 to buy an Arsenal shirt!!− There were 60,161 fans at the match (how did they
all get there?)
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Learning outcomes
You will understand:− the essential components of story and its importance
for the education of students with SLCN− the relationship between narrative and story− how narrative and storytelling develop in childhood
Activity 5
Session 9Speech, language and communicationAreas of need set out in the SEN Code of Practice
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Learning outcomes (continued…)
You will be able to:− distinguish between types of narrative− identify key features of narrative in children's talk− use strategies to encourage storytelling skills in
students with SLCN
Activity 5
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Thinking about the concepts
− Ability to narrate is strongly associated with academic achievement, reading, writing and socialisation
− Narratives are the broad category of talk within which stories nestle
− All stories are narratives; but not all narratives are stories
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Narrative definitions
Narrative has been defined as:− a chronological recapitulation of successive events− mental schemes that represent a logical sequence
of purposeful episodes that are temporally and causally connected
− an organiser of human experience − our thoughts of the world take the shape of stories that are told and retold
− discourse that enables us to make sense of our experience, making the past present
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Learning outcomes
You will:− reflect on the key learning points from the session− select areas you wish to develop after the session
Activity 6
