Page 34 - SEN106 SEN Magazine May-June 2020
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Potential signs of DLD at school or college Schools should refer children with signs of DLD to speech and language therapy services for an assessment. But what are the signs to look out for? Signs of DLD • Difficulties learning and remembering new words such as curriculum subject words. For example, the language of science and maths can be challenging. • Problems with reading comprehension (which can be masked if the child has good decoding skills). • Spoken explanations or written language can be hard to follow and the child may make grammatical errors. • Apparent difficulties with listening or paying attention. • Appearing to understand but having difficulties carrying out instructions, “forgetting” information or not completing language-based homework tasks. • Misunderstandings with peers, for example due to not understanding the rules of a new game. • Frustration, avoidance or withdrawal. Tips for teachers supporting children with DLD Consider spoken communication and written materials How quickly do you speak and how complex is your language? Do you explain things explicitly for children who may not “read between the lines”? Changing our own communication takes self-reflection, intention to change, feedback from others, and practice. Professionals are likely to need specific and structured coaching to make adjustments to their own communication. Simple changes to the language of written materials may mean a child can follow instructions and attempt a task rather than getting stuck interpreting what they are required to do. Use visual and practical strategies Consider if the use of visual support or practical demonstrations can take the place of or supplement spoken instructions. Provide pictures, symbols or key words on the board for the children to see and refer back to. Demonstrate activities where possible rather than relying on wordy explanations. Check the child has understood by asking them to tell or show you what they need to do. Most importantly, create a classroom environment where not understanding is OK, and asking for repetition or explanation is seen as a positive strategy. Support language development Simplification and visual/practical supports for understanding need to be complemented with methods to purposefully support and scaffold development at the child’s current level. Techniques include asking open questions, extending the child’s answers and modeling language structures using visual support where possible. Schools need to identify the vocabulary essential to accessing a topic and provide additional and explicit teaching of words. The future for DLD Given the relationship between language and outcomes for education, literacy and mental health, it is essential DLD gains a high level of attention within education. Schools should draw upon the expertise of speech and language therapists and specialist teachers, develop expertise within their schools and develop the knowledge and skills of all teaching staff. It is encouraging to see the progress made with awareness of DLD in recent years. Children with DLD deserve our understanding and schools are increasingly recognising the relationship between language skills and good outcomes. We need to keep talking about DLD. Create a classroom environment where not understanding is OK SEN 106 senmagazine.co.uk 34 SLCN Given that many children will have persistent language difficulties, we need to consider how we can best support children from early years to post-16 and prepare young people for adulthood. I use “five Ss” to explain five key focuses of speech and language intervention. Support for DLD Five Ss of speech and language therapy S kills For example, word knowledge, sentences, making inferences S trategies for learning learning strategies, and communication For example, vocabulary strategies to use to help understanding S elf-awareness Supporting the child or young person to understand their difficulties with language in the context of their strengths S upport Advice from speech and language therapists so parents/carers and professionals can support with skills, strategies and self-awareness S elf-advocacy A focus on skills, strategies and self- awareness to help the child or young person develop their ability to self-advocate in relation to their language difficulties