By Kate Ripley
Designed for all those that help older kids and teenagers with speech and language problems, this source offers principles, sensible recommendations and particular information regarding the speech, language and communique wishes (SLCN) of older scholars. incorporated within the ebook are the next: - transparent factors of the problems you could see scholars experiencing - sensible thoughts to take advantage of whilst operating with contributors, and small teams of scholars - recommendation on the best way to adapt the curriculum to fit scholars' person wishes - case reviews illustrating universal troublesome areas - advice on tips on how to plan for potent multi-disciplinary operating - a CD-Rom containing plenty of valuable photocopiables, and coaching fabrics either authors have over twenty years adventure of providing classes to lecturers, targeted wishes Co-ordinators (SENCOs) and expert Outreach lecturers in numerous neighborhood experts, additional schooling schools and collage departments. Kate Ripley is an academic Psychologist, coach and nationwide and overseas convention speaker on issues with regards to speech, language and communique wishes. Jenny Barrett is a Speech and Language Therapist with the world over recognized services in her box, who now works as a contract advisor.
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Extra info for Supporting Speech, Language & Communication Needs: Working with Students Aged 11 to 19
For students with SLCN, thinking skills are best taught initially through separate lessons in order for them to learn the language needed to understand the concepts that are involved. The introduction of any thinking skills programme for students with SLCN is also reliant on when they have acquired sufficient language to establish the ‘adequate information base’ to which De Bono refers in The CoRT Thinking Programme (1995). Provided that they have received support for their SLCN needs in key stages 1 and 2, this should have been achieved by the time they reach key stage 3/4.
Students may remember best what they heard first (primacy effect) or what they heard last (recency effect). Attention is most likely to wane in the middle of a session so this is the opportunity for more active, hands-on, practical strategies. Introduce listening breaks by presenting the material visually or through more experiential techniques, but revise and recall the key information after each listening break. Include opportunities for rehearsal and repetition in the structure of the lesson.
Unauthorised distribution forbidden. 39 40 SUPPORTING SPEECH, LANGUAGE AND COMMUNICATION NEEDS students with word-finding problems become reluctant communicators and avoid verbal encounters. Other students with word retrieval problems may not inhibit their attempts to communicate, but when we listen to what they say their language may sound different or unusual. We may become aware of: ● ● ● ● ● ● ● ● ● A lot of pauses, hesitations and restarts in their speech, often with the use of ‘fillers’ such as ‘um’, ‘you know’ and so on.