Roles of Parents and Professionals in Supporting SLCN

The assignment provides an overview of the roles of parents and professionals in supporting children with Speech, Language and Communication Needs (SLCN). It highlights the importance of parental involvement and collaboration with professionals to identify needs, communicate effectively, and provide support. The assignment also discusses the impact of responsive partnership strategies on co-teaching relationships in early childhood classrooms and the evaluation of an interview skills training package for adolescents with SLCN.

Speech, Language and
Communication Needs

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................2
LO1 Critically appraise the range of additional support needs that may be experienced......2
LO2 Critically analyse the concept of ‘rights’ and additional support..................................3
LO4 Critically evaluate the effectiveness of current provision in meeting additional support
needs.......................................................................................................................................5
CONCLUSION ...............................................................................................................................9
REFERENCES..............................................................................................................................10
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INTRODUCTION
Some children find difficulty in listening, understanding and communicating with others.
Therefore, they need support for developing the surprising number of skills involved. SLCN is
known as the umbrella term which stands for speech, language and communication needs.
However, each child has unique combination of strength which means that every child with
SLCN is quite common (Dockrell, Lindsay and Law, 2014). The present article will cover
speech, language and communication needs of children. Apart from this, provision around one
specific topic area relevant to inclusive practice will be critically evaluated.
LO1 Critically appraise the range of additional support needs that may be experienced
Speech, language and communication needs can be occurred in childhood as primary
difficulties with speech, language and communication or secondary to other departmental
condition such as autism. However, it can also be acquired adulthood. Furthermore, these are the
most common childhood disabilities. Children face difficulty in saying what they want or
understand what is being said to them or understand. The profile of every child is different and
their needs also get changed every time. Some of the SLCN are for short term and these can be
addressed through taking intervention in early age. But, others are permanent and they remain
with a person’s entire life (Gregory and Bryan, 2015).
Speech, language and communication needs lead to put impact on the quality of life of
both children and adults. They face difficulties in speaking the basic needs, holding conversation
and participating in social activities. Along with this, SLNC can also put direct impact on
children’s development and educational consequences such as health and well-being. It is
because; speech, language and communication needs are important skills which are needed for
reading, socialising and learning in school as well as to make friends.
Speech, language and communication needs occur because of many reasons such as
result of hearing loss and general developmental needs. Further, it can be a part of a disability.
There is no definitive evidence related to the causes of SLCN and it is likely that the needs and
difficulties of each individual child can result from different range of factors (Mathrick, Meagher
and Norbury, 2017). There are few researches which show that there can be a link for socio-
economic status. It is identified that there are approximately 50% of children in socio-economic
disadvantages population. In all of them speech and language skills are significantly lower as
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compared to the other children. Apart from this, there are 7% of children aged who are below the
five years and having specific speech and language impairment. Further, 1.8% have SLCN which
are linked with other conditions such as learning disability, autism spectrum disorders and
cerebral palsy.
Further, it is analysed that 40% of five-year-old children with all cleft types have such
difficulties. It is identified that reason of childhood disability is that they all are linked with the
learning disability. They are also linked with social disadvantages as more than half of the
children who lived in socially deprived area can start their school with impoverished speech,
communication skills and language (Blackstone, Beukelman and Yorkston, 2015). There is some
developmental condition which lead to be reflected in childhood such as stammering or speech
impairment disorders that often causes SLCN within children and young people. Further, it is
identified that there are some conditions which are present from birth and individuals require
care and support for spending their entire life.
LO2 Critically analyse the concept of ‘rights’ and additional support
There are many rights that is provided to children in order to get additional support from
parents. These are common rights that describes equality among them. The concept of right is
described below :-
Normal speech and language development
Communication is a complex process but its development has to follow a typical pattern.
Speech and language therapists should undertake various aspects of development. It mostly
refers to the pyramid of communication. Described skills can only be developed if the skills
provided below can develop firmly. There are most of the children who started talking at late.
One of the risk factors for persisting problems is due to family history of difficulties. As in
family if parents or relatives faced similar problem then their children’s can also suffer from
SLCN problem.
For instance: in a child, it is important to develop attention and listening before they able
to fully engage in playing. Through playing, understanding can easily be developed. At the time
when understanding is developed, child can easily learn the way of expressing themselves. At
last, they will be able to speak (Light and Mcnaughton, 2015).
Inclusive development programme
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It is known as the part of government strategy which is framed for children who required
special care for developing their learning. Government leads to provide special education needs
which help in removing barriers and providing proper care to improve communication, learning
and speech. In this program, professional development material is provided to teachers and
practitioners who are working with children with a range of special education needs for all the
ages from early years through to secondary. Assemble the free limit of schools and settings by
helping instructors and professionals to build up the aptitudes required for the early
distinguishing proof and support of youngsters with discourse, dialect and correspondence needs
(Norbury, Gooch and Pickles, 2016). Further, strengthen leadership are key ways to deal with the
incorporation and accomplishment of kids with discourse, dialect and correspondence needs by
giving direction and support to exceptional instructive needs organizers (SENCOs), head
teachers, pioneers and directors. This all help in improving the learning of children who suffer
from autism.
The focus of early years section of the IDO is that it supports children who are disabled
and face issues while communicating, speaking and understanding. For all practitioners who are
working such as leaders, teachers, managers with the EVFS with children below the age of 5
need to follow rules, EYFS sets the standard for learning development care for children from
birth to five.
EYFS sets the benchmarks for learning, advancement and tend to youngsters from birth
to five. There is a necessity on all specialists to accommodate fairness of chance. Specialists
should centre around every youngster's individual learning, and care needs by: evacuating or
defeating obstructions for kids where these as of now exist;
● being aware of the early indications of necessities that could prompt later challenges, and
● reacting rapidly and fittingly, including different offices as fundamental; extending and testing
all children’s skills (Taylor-Goh, 2017)
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Figure 1: Example of contribution to meet SLCN
(Children with speech, language and communication needs (SLCN), 2017)
LO4 Critically evaluate the effectiveness of current provision in meeting additional support
needs
There are various provisions that exists currently which helps in meeting the needs of
children. In this a wide range of models are there to make improvement in the speech, language
and communication needs. Here below are provided few models:
It is very important for parents to develop effective relations with their children so that it
can help in the growth and development. For this, there are several models that are used by them.
One of them is transplant model that is described as below:
Transplant model
This model is highly used by parents in order to communicate with child. With this, it
becomes easy for parents to listen to their child and help them in fulfilling needs. This model is
entirely based on involvement of parents. Without them, it is difficult to apply this model.
Besides this, it is a shared approach in which parents are determined as resource. They highly get
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engaged with their child. Also, in this model, skills related to language and communication are
taught to parent so that they can apply it to develop strategies on how to fulfil the needs and
improve child language (Hulin, 2018). The skills are applied by parents in different situations.
With this, it becomes easy to communicate with child to identify their needs. Also, role of
parents is described in which the way previous skills taught is involved.
Along with this, model states that parent’s involvement is necessary as it cannot be
implemented without them. On the contrary, this model can be an overburden to parents as they
might fail in applying skills in different situations. In addition to this, it does not promote
equivalent expertise as parents may taught skills on the basis of their existing qualities and skills.
It is not applied in disguise where parents might have issues. Sometimes, this model may lay
emphasis on the parents to gain teacher skills. This will lead to give improper results. By this,
needs of language of child will not be identified. Also, those needs will not be fulfilled and thus,
it will affect the growth and development.
Negotiating model – This model was developed by Dale in 1996. This model is applied
when parents are having disagreement related to any decision. This is very easy to be applied as
it focuses on the main factors. It is the most commonly used model that supports two way
communication in between parents and professionals. It helps in negotiating between them so
that a mutual decision can be made and agreed by all partners. In this, professionals are involved
and effective decisions are taken on how to improve child language and communication skills.
Besides this, parents are guided by professionals on how to use their power to control the child.
Moreover, it is beneficial as a two way communication that helps parents in taking guidance. In
this, family contribution is also involved so that joint decision will be taken.
Also, with this, child growth is maintained (Glover, McCormack and Smith-Tamaray,
2015). Furthermore, the advantage of this model is that it involves perspective of both in
different situations so that it can be analysed and actions can be taken. By applying this, it is easy
to collaborate with children. But on the other hand, the power of parents and professionals
influences the relationship. It means that the power can affect in reaching mutual decisions.
Alongside this, it is not easy to negotiate in certain situations when needs are not identified. For
example – a child may get into trouble again due to similar problems at school. So, in this,
negotiation between parents and teacher will happen. In this, needs and issues will be identified.
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The Family Partnership Model
In order to meet the needs of children’s, who are suffering from SLCN can adopt this
family partnership model. It is developed in accordance to resolve various numbers of problems.
Figure 2: The family partnership model
(Sources: Family Partnership Model, 2017)
Every part of the helping procedure is spoken by a box with bolts demonstrating the way
to provide diverse viewpoints identify with each other. Mentioned boxes in diagram are
altogether contained inside a circle, to show that all viewpoints are justifiable as far as they way
individuals work mentally. Each case, including the oral, contains few particular focuses that
understand every one of the parts of the Model. The outline is proposed to show what a
professional should know so as to be as useful to guardians as could be expected under the
circumstances.
Reason for using this model is that practitioners not individual assist their explicit for
accomplishing the goals. Results of adopting this model is that it will help parents in findings
out, clarifying and managing problems. To enable parents so that they can understand issues of
their children’s and provide them support accordingly.
Model for children between the ages of 4-5 years who are facing SLCN
STAGES ISSUES AND EXAMPLES
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Identify There are many children’s SLNC were find
out. There emphasise is on exchange of
information about their SLCN at transition
between setting. It is considered as mixed and
more effective at time of change at moving
from primary to secondar (Gregory and Bryan,
2015).
Screening- of children’s who find out as
potentially having SLCN. There are various
tools which school need to use for providing
education to these children.
Progress: It is well established in schools for
monitoring progress in children. Further,
assessment and tracking lead to focus on more
areas such as literacy and numeracy.
Assess Responses to intervention- It is widely used
in finding out in which all the targeted
intervention are needed for referring as
specialist services.
Referral pathways: It is specialist services
which are generally established in the school
however some try to bypass them independent
SLT.
There are different range of tools which are
used for assessment but they ofently used
English.
Intervention review Targeted and specialist support which leads to
include group or whole class interventions as it
can be supported by capacity building model
for SLT.
Engagement of family is important but it is
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identified that family support services are
mostly weak (Ewing and Smith, 2015).
Cross cutting It is known as shifting from clinics to school
which has improved partnership working.
There are many parents who fight for access
support and have difficulty in navigating the
system and lack of confidence.
Expert model and other implicit assumptions
One can start to comprehend these administration challenges as coming about because of
the verifiable suspicion of Expert Model specified before. In spite of the fact that experts differ
extensively in their associations, one can regularly recognize uncertainties about the aptitude of
the assistant being better than that of the parents. Relative support help in controlling the
collaboration and provide basic leadership style quality (Dockrell, Lindsay and Law, 2014).
Numerous guardians need experts to comprehend the issue and to offer an answer. Sensible or
not, they are normally searching for specialists to tackle their issues for them. Additionally,
numerous experts with broad preparing and involvement in connection to specific issues see their
skills as prevalent. They have a tendency to accept that they comprehend individuals' issues and
can explain them, characterizing their part in connection to critical thinking inside a particular
zone and getting fulfilment from the speed and productivity with which they can do this.
CONCLUSION
From the above report, it can be concluded that speech, language and communication
needs can be occurred in childhood as primary difficulties with speech, language and
communication or secondary to other departmental condition such as autism. Further, it is
concluded that transplant model is highly used by parents in order to communicate with child.
With this, it becomes easy for parents to listen to their child and help them in fulfilling needs. it
lead to make easier to communicate with child to identify their needs. Also, roles of parents are
described the way they provide supports to professionals in improving SLCN issues among
children’s.
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REFERENCES
Books and Journals
Blackstone, S.W., Beukelman, D.R. and Yorkston, K.M., 2015. Patient-provider
communication: Roles for speech-language pathologists and other health care
professionals. Plural Publishing.
Dockrell, J., Lindsay, G., and Law, J., 2014. Supporting children with speech, language and
communication needs: an overview of the results of the Better Communication Research
Programme. International journal of language & communication disorders, 49(5), pp.543-
557.
Ewing, C. and Smith, F., 2015. REPORT OF THE CHILDREN AND YOUNG PEOPLE’S
HEALTH OUTCOMES FORUM 2014/15–.
Glover, A., McCormack, J. and Smith-Tamaray, M., 2015. Collaboration between teachers and
speech and language therapists: Services for primary school children with speech,
language and communication needs. Child Language Teaching and Therapy, 31(3),
pp.363-382.
Gregory, J. and Bryan, K., 2015. Speech and language therapy intervention with a group of
persistent and prolific young offenders in a non-custodial setting with previously
undiagnosed speech, language and communication difficulties. International Journal of
Language & Communication Disorders, pp.1-14.
Hulin, C.L., 2018. The Impact of Responsive Partnership Strategies on the Satisfaction of Co-
Teaching Relationships in Early Childhood Classrooms.
Light, J. and Mcnaughton, D., 2015. Designing AAC research and intervention to improve
outcomes for individuals with complex communication needs.
Mathrick, R., Meagher, T. and Norbury, C.F., 2017. Evaluation of an interview skills training
package for adolescents with speech, language and communication needs. International
journal of language & communication disorders, 52(6), pp.786-799.
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Norbury, C.F., Gooch, D., and Pickles, A., 2016. The impact of nonverbal ability on prevalence
and clinical presentation of language disorder: evidence from a population study. Journal
of Child Psychology and Psychiatry, 57(11), pp.1247-1257.
Taylor-Goh, S., 2017. Royal college of speech & language therapists clinical guidelines.
Routledge.
White, S. and Spencer, S., 2018. A school-commissioned model of speech and language therapy.
Child Language Teaching and Therapy, p.0265659018780961.
Online
Family Partnership Model, 2017. [Online] Available through: <
http://www.cpcs.org.uk/index.php?page=about-family-partnership-model>
Children with speech, language and communication needs (SLCN), 2017. [Online] Available
through<http://www.skillsforhealth.org.uk/resources/service-area/25-children-with-speech-
language-and-communication-needs-slcn>
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