CYPOP 15 support positive practice with childrens speech and language - positive strategies
 

hi everyone,
im on CYPOP15 support positive practice with children and young people with speech, language and communication needs.

explain how to recognise and build on the strengths of a child or young person by giving examples of positive stratagies ? would this be through observations and a positive stratergy would be something the child enjoyed doing which would have a positive impact for the child am i thinking along the right tracks x
any advice would be great thanks x :dizzy:

Hi,

I am also doing this unit... I am looking at the Inclusion Development Programme... has some useful information on S & L.

I hope this helps ... I haven't looked at all the sections of this one yet, but the SENCo in my setting said that will help for most of it

Hi Wendy Bob,
Here is an answer I gave in January, see if if is of some use to you.
Heidi

#1 05-02-2011, 09:04 AM
saranne772

CYPOP 15 Task 2

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I am just working through the last 3 tasks I have to do on whole of my course. And I don't understand the question on one of them. Is anyone able to point me in the right direction please?

It is:
CYPOP 15 Task 2
Working alongside Specialists-
•Identify and describe the different strategies and targets that can support children and youn people's speech, language and communication needs
•Explain the process of how supportive strategies are selected and implemented to support children and young people's speech language and communication needs
•explain your own role in the process of how targets are set, monitored and evaluated along with specialist
•compare different examples of how strategies and targets have been used to support children and young people with speech, language and communication needs

I also have 2 more tasks to do but the other 2 thankfully I understand!

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#2 05-02-2011, 02:29 PM
Heidi
Squirrel ~~hoards of knowledge...~~ Join Date: Jan 2010
Posts: 532



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Quote:
Originally Posted by saranne772
I am just working through the last 3 tasks I have to do on whole of my course. And I don't understand the question on one of them. Is anyone able to point me in the right direction please?

It is:
CYPOP 15 Task 2
Working alongside Specialists-
•Identify and describe the different strategies and targets that can support children and youn people's speech, language and communication needs identify - find out /list, strategies - plans/how you/your seting go about - so you are being asked to write of your plans of how you help children/y.p. s, l and communication and what targets do you put into place at your setting.

•Explain the process of how supportive strategies are selected and implemented to support children and young people's speech language and communication needs once you've decided on what strategy/plan is best for a certain child, how do you inplement/put it into practice to support that child's speech, language and communication.

•explain your own role in the process of how targets are set, monitored and evaluated along with specialist. what part if any do you have in setting the target? If you are the senco, you may be writing the iep, if you are a colleague, the senco will share the information with all staff and ask that you all help with the targets to be completed each time the child attends etc?

•compare different examples of how strategies and targets have been used to support children and young people with speech, language and communication needs Your setting may have many different strategies/plans to put into place as each child is individual and they may well need encouragment/help in different areas - one child may not have started talking at three because they have been hospitalised with chronic illness and are developmentally behind , another child may have very young parents who do not use 'social speech' in the home or a child may need specialist help - a child with special needs etc

I also have 2 more tasks to do but the other 2 thankfully I understand!

I'll break it down for you (in red) and hope that makes it clearer. There will be many different strategies/ways of writing plans with how you are going to help a child - for a start you will have observed and seen something to give you concern that a child needs help in s, l & communication, you will know your children and see/feel possible reasons such as physical - hearing, mechanical difficulty of speaking or development delay.

Talking about your role - do you implement/support colleagues/child, do you have specific targets/ key worker/play and encourage/model speech etc , do you monitor, record - when do you look at your observations/recording to see if it is effective etc If after you have done all the above as early years action(and the child is not progressing) and you have the evidence/records of monitoring etc do you/senco involve early years action plus etc. This is all for pre-school, but hopefully it will help you start and you can continue for 5 - 19 or whatever age you have to go up to. The working alongside professional bit will be (as well as senco/practitioners etc) will be those you work with depending on what help a child needs - before SALT are called in, it could be that the child needs help with their development and may need area senco who will enlist the help or signpost you to other professionals such as education psychologist, health visitor,prtage worker(under 3) home start etc - all depending on what you are writing up.


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peepe thank you and
Heidi thank you. your information has been a great help i found your post after i had posted my question, thanks again x

OH how i wish i had found this thread sooner. This has probably been the hardest unit for me to get my head around especially outcome 2. The red writing above was just what i needed to read, it makes sense now.
THANK YOU HEIDI :)

thanks for putting that in a different colour to the question -that makes it so mcuh easier to find what i needed to look for. very useful info on here. has helped me with understanding what to write and get started -once i was started i was ok.