Here is 1.1 and 1.2 i will upload 1.3 later
hope this helps
1.1
Children are at different levels and learn in different ways at different speeds. In this way children need to be assessed in order to develop their speech and language and communication skills. They may have a greater understanding of language than they do at expressing themselves verbally, or they might be able to read eloquently but have no real understanding or context of what they are studying. ‘Jolly Phonics’ is one example of this, as it may help you to read more fluently, but doesn’t teach you common grammatical rules like - ‘silent pronunciations’ such as ‘b’ in plumber or understanding and reflecting on the text in question. This is especially apparent in the primary school I attend, as 90 per cent of the children I am responsible for have English as a second language, or not the primary language at home. Knowing little English does not mean a lack of potential to learn. A child may be put in a lower set because of their lower grades in English, but this could prevent them from achieving what they're capable of. By detecting these factors early enough a child’s learning can be tailored so that effective learning is achieved and this can make a real difference, as often communication disorders can make children feel isolated from their social and educational surroundings.
1.2
Normal patterns of communication exist predominantly within language and speech; but the conveying of ideas, thoughts or emotions can be through the use of gestures, body positions or facial expressions (a tight jaw and a clenched fist can mean one thing, whilst a smile and a wink can mean another). In the case of learners with ‘speech, language and educational needs’ (SLCN), quite often these children were singled out or removed from the main classroom for ‘basic studies’. These days, complex individual learning/educational plans are instigated from an early age and focus on the secondary effects of their core language problem. There are many variants of this type of learning for example:-
Dyslexia – A disorder that causes difficulty in learning to read or interpret words, letters, and other symbols, but does not affect general intelligence. Dyslexia is a neurological and quite often genetic condition, but it is not a sign of low intelligence or laziness and even though specific colour lenses can help, it is not due to poor eye-sight either.
Behavioural, Emotional and Social Difficulties (BESD) – Also known as SEBD or ESD is an umbrella term used to describe children and young people with a range of complex difficulties. This can materialize in many different ways and through many terminologies like ADD or ADHD, but certainly includes anyone who suffers from immature social skills, hyperactivity, disruptive or disturbing nature, or a withdrawn/ isolated personality.
Autistic Spectrum Condition (ASC) – This can include Autism, Asperger syndrome, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Childhood disintegrative disorder. All of these result in difficulties or differences in communication, social interaction, thinking and in sensitivity of all the senses. The way autism impacts on each individual is unique, no two people are exactly the same. There is no cure for any of these syndromes as they are all genetic and sources show that 1 in 100 people are in the autistic spectrum.
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