Silkysteps early years forum - planning ideas for play - Support positive practice for children with speech language and communication needs cypop 15

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Support positive practice for children with speech language and communication needs cypop 15

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ok well finally nearly done but this last unit is a complete nightmare, i've had no experience in my setting of speech and language so i just cant get my head round it, any help would be appreciated.

thanks in advance xx

Hi

I have completed this unit and i found this download very handy:

https://www.education.gov.uk/publica...fs_0021508.pdf

If you have difficulties with certain questions, Please post these questions and i will try and help.

Lynne

heya lyn, thanks for that, ive managed to do 1 & most of 4, just struggling with 2.

identify and describe different strategies and targets that can support children and young people's speech, language & communication needs.

explain the process of how supportive strategies are selected and implemented to support children and young peoples speech, language and communication needs.

&

compare different examples of how strategies and targets have been used to support children and young people with speech, language and communication needs.

xx

Hi this is the first time I have posted on here, although have had plenty of help through other peoples posts.
This is what I put for these questions

Quote:

identify and describe different strategies and targets that can support children and young people's speech, language & communication needs.

1)
ICT
Some children may need extra support and help with their speech and language and there are many forms of ICT that are designed to give this support. This could be an Eye Gaze Computer as used by Stephen Hawking; this allows the user to make eye contact with the computer, the computer then turns this into speech. If a child has cerebral palsy they may use voice activated software.

High-tech aids need a battery to work and cover a variety of AAC systems. These make use of whatever physical movement the user can control, whether that’s their hands, feet, head or eyes. High-tech aids enable the child or young person to make choices and create messages using pictures, symbols, words or letters that can be linked to an electronic voice. There is no ‘best’ type of AAC system. Each has advantages and disadvantages and the most suitable one for a child or young person will depend on their abilities and needs as well as their personal preference. Specialist assessment will help to identify the most appropriate AAC system or systems. (Other ways of speaking 20.11.12)

Voice Output Communication Aids (VOCAs)
VOCAs include a wide range of devices that have been designed to help people unable to speak. A VOCA produces spoken words to help the user get their message across. VOCAs all work in different ways. For example, some store words or phrases and allow the user to put together messages which are then spoken out by the device. There are a number seek of different types of VOCAs available and it is essential to independent professional advice to ensure that the child is getting the right machine to meet their individual needs.(Other ways of speaking 20.11.12)

Human Support
The child may need a key worker so that they can get to know them better and be there for them when they need extra help and support. The key worker/teacher may need to learn sign language in order to give the child the correct type of help. They will plan their days for them and make sure they are able to interact with the rest of the class. The child may also need to see a Speech Therapist. All of the people who work alongside the child will need to work in conjunction with their parents to ensure that they are also getting all the help that they need.

Multi agency
These are the other professionals that will work alongside the child and their parents they could be a GP, speech and language therapists, nurses, the school SENCO or the pastoral support worker. They will all work together to provide the support that the child needs

Environmental strategies
*CR EYMP5 TASK 9*

Key person/workers
*C/R CYPOP15 TASK 3*

Target setting- e.g. focus words, early learning goals.
A child may need an Individual Education Plan (IEP) to target the area(s) they are having particular difficulties with, this should show the steps that are to be taken to support the child's learning and a date should be set for reviewing progress. Along with this you will need to make sure that the child is reaching their early learning goals, the planning cycle will help you do this: observe – plan – do –review – observe.

Some of the early learning goals a child needs to reach concerning speech and language are:
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

2)
explain the process of how supportive strategies are selected and implemented to support children and young peoples speech, language and communication needs.

In the school setting the formal approach to speech and language will be done according to the EYFS development Matters. Within the Enabling environments it states that we should:

• Provide practical experiences that encourage children to ask and respond to questions, e.g. explaining pulleys or wet and dry sand.
• Introduce, alongside books, story props, such as pictures, puppets and objects, to encourage children to retell stories and to think about how the characters feel”.
• Provide for, initiate and join in imaginative play and role-play, encouraging children to talk about what is happening and to act out the scenarios in character.
• Provide for, initiate and join in imaginative play and role-play, encouraging children to talk about what is happening and to act out the scenarios in character
Plan to talk through and comment on some activities to highlight specific vocabulary or language structures, e.g. “You’ve caught the ball. I’ve caught the ball, Nasima’s caught the ball”.
• Provide activities which help children to learn to distinguish differences in sounds, word patterns and rhythms.
• Plan to encourage correct use of language by telling repetitive stories, and playing games which involve repetition of words or phrases.
• Foster children’s enjoyment of spoken and written language by providing interesting and stimulating play opportunities.

We should all use age appropriate strategies and language. Each child will be assessed individually and their individual needs will be taken into account when lessons are being planned. An older child may be able to tell you what help they need and how you can provide it for them. Children should be rewarded and encouraged maybe through a sticker chart or just displaying their work. A sticker chart may not work for every child.

You may need to have an informal chat with the child’s parents to find out what works for them at home regarding the child’s speech and language, you should try to integrate some of this into their school day as well as giving the parents ideas that they could try at home.

3)
Compare: Exchange of ideas
Strengths and abilities
Children’s difficulties

Finding out children’s likes and dislikes
Not motivated (I give up)
Strategy: ask them to make their own choices.

Good concentration.
Good listening.
Short concentration span (ADHD)
Strategy: plan short burst of learning - you may need to keep repeating the plan.

Good fine motor skills.
Can write down their own ideas.
Dyspraxia – limited literacy skills.
Use alternative form of storytelling – maybe they can verbalise or draw pictures of their stories.

Problem solving.
Can think things through.
Know what is expected of them.
Not understanding instructions
Strategy – use visual cues or technology to help them.

Make friends, good communicator, are aware of their own behaviour, are polite and knows how to take turns
Does not understand friendship behaviour= has no friends and is excluded from games.
Strategy – encourage positive interaction. Give them support to be able to make friendships, show them how to wait their turn.

Copyright © 2013 elainem
find out how to avoid plagiarism

Hope this all helps. Good luck. x

Hi elainem a warm welcome to silkysteps, I've added a copyright notice to you post for readers information, thank you for contributing. xx

Strategies:
How observations are made and shared between colleagues, parents and children
How resources are sourced and used in the setting.
Waht specific activities are used to support and assess speech, language and children's communication needs.
Training, Professional development & knowledge of children's SLCN
Any programmes, external services eg. SLT and professional advice eg. LA colleagues is used or recommended in the setting.
Evaluating the setting itself to support SCL eg. layout, time/deployment of staff

From the CYPOP 15 unit:
Archived CWDC page

Additional Guidance

Positive strategies may include:
- Adapting adult language
- Adapting the environment to support communication
- Modelling and expanding the child or young persons language
- Demonstrating specific communication behaviours
- Facilitating communication between children and young people
- Providing time and supported opportunities to communicate
- Supporting and developing confidence and self-esteem
Resources and tasks may include:
- Everyday activities within the work setting
- Specific resources or activities within, for example a curriculum
- Daily routines within the setting
- Published resources; written information

Along with the great link from Lyn c EYMP 5 strategies and the resource page will help to underpin the knowledge for the optional unit as do the specific strategies applied in a single setting - each will see value in different strategies and support them as they most appropriate.

Whilst the level 3 habdbooks on amazon.co.uk only contain a few or no optional units the information on eymp 5 & child development makes good reading.

Silkysteps search page will find threads on the forum - enter CYPOP 15 or keywords/phrases from the assessment criteria to search.

Other links to support SCLN are have been kindly added to the forum:
http://www.blastprogramme.co.uk/all-about-blast/
www.scotland.gov.uk
www.ican.org.uk
primarycaretrust slc
phonologicalawareness
nhs speech and language therapist
www.talkingpoint.org.uk
www.rcslt.org
www.helpguide.org
www.communicationtrust.org.uk
every child understood
www.cmft.nsh.uk

Your local PCT/equivalent may have a SLT page to explain service provison in an area.

Best wishes

didnt think of looking ay eymp 5 lol, just wanted to get this final thing done :D

Hi everyone, i am new to this and the information so far has really helped me complete this unit. i have managed to do 2.1, 2.2 and 2.3 but am really struggling with different examples of strategies for 2.4. any help would be much appreciated.
thank you

Can any of you please help me with 1.2. Compare the differences between strategies based on children and young people’s strengths and abilities and those based around the child.

i've been working on this unit over 2 hours and only manged to complete the first question! :-(

Quote:

Originally Posted by elainem (Post 51803)

Hi this is the first time I have posted on here, although have had plenty of help through other peoples posts.
This is what I put for these questions

Hope this all helps. Good luck. x

just wanted to this info has just helped me, cypop 15 is my last unit, im hoping to finish in 11 days now i just have 2.3,2.4 and all of outcome 4 to do.

I have a few questions I am struggling with and hoping for some help please.

Explain how holistic plans, support access to learning in language, literacy and communication, for every child in the setting including those with specific requirements.

and

Research sources of information in supporting the development of language, literacy and communication.

Thank you in advance.