Quote:
Originally Posted by marigold
Hi
Having difficulty with this question. some guidance would be appreciated,
Be able to
engage with children with special educational needs.
Outcome 3 Question 1, assess barriers to communication and engagement, and explain how these can be overcome.
Thanks in anticipation.
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Hi Marigold
This is what i wrote for this question ans had it signed off:
3.1. Assess barriers to communication and engagement and explain how these can be overcome.
We need to find out first by observing children closely to see if they have any underlying communication difficulties. We can monitor, evaluate and review all observations on children, by doing this we can find out a child’s interests and plan activities on their interests. If you identify something of interest to a child you can make the process much easier for the child to communicate. Here are a few examples of communication barriers and how we can overcome them:
• If a child has no speech- we can identify this through observations, speak to parents to see how they are dealing with the communication difficulties at home. We can then involve a SALT so that they can give strategies for us to use with the child. There are different strategies to help support a child with no communication such as PECS(Picture Exchange Communication System), we can use signing with the child (Makaton, Sign-a-long), and gestures. You would have to work with parents because the strategy that you use must be suitable for home use too.
• Additional Languages- if a child or parent has English as an additional language, you can use translators (friends of parents), visual clues (photo’s, taking child or asking child to take you to something that they are trying to say), giving them time to respond to you, non verbal (gestures, pointing etc). They also need to provide lots of opportunities to listen to spoken language, so that they can become aware of how sounds are made. They will gradually repeat the words to you and will understand the words.
• Understanding of the words- we need to adapt our language to meet the children’s age/stage of ability when we talk to them or give them questions. You need to use the correct pieces of information such as using one simple instruction until the child understands, when the child understands one piece of information you can give them the next such as “you need to take your willies off” when the child has completed this task you could then say “you need to put your shoes on” by bombarding children with too much information you can confuse them even more. This enables the children to process the information and then you can move on to more complex sentences again you could point to a wellie when saying the word, the child will then put together the words willies and off.
• Speech difficulties- if a child has a speech difficulty, you can involve a SALT for strategies, with parent’s permission. They will help you with strategies that the setting can do and parents can do at home. There are a few different strategies to use in this situation depending on the speech difficulties such as repeating words correctly to a child and extending the child’s vocabulary by one or two words such as they may say “car” and you might say “car going fast” or “red car” by doing this we are showing the child the correct language and introducing new language to the child and showing an interest in what they are doing. Another way is to comment on a child’s play again you are showing interest in their play and introducing new language. Depending on where the child is in communicating there are more strategies that you could use.
Hope it gives you some ideas
lynne
Unit 083 Coordinate special educational needs provision
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