10-31-2012, 05:19 PM
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Bean shoot ~~Just sprouting...~~
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Join Date: Jul 2012
Posts: 5
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Support Positive Practice With Children and Young People With Speech, Language and Communication Needs.
hi iam on my last one can any one help please
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 different examples of positive strategies
Compare the differences between strategies based on children and young people’s strengths and abilities and those based around children’s difficulties
Identify and describe the different strategies and targets that can support children and young 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 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
Review and identify the particular issues and implications of own work setting for children and young people’s speech, language and communication
Demonstrate ways to adapt and modify own communication, resources and tasks to support children and young people’s speech, language and communication
Demonstrate effective ways to find out the views of children and young people and take them into account in planning and delivering practice
Explain how speech, language and communication needs can affect social, emotional and cognitive development in children and young people
Explain how social, emotional and cognitive needs can affect children and young people’s speech, language and communication
Review and report on the roles of other professionals in supporting children and young people and explain how to access additional support
please help its my last unit to do
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