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Difficulties saying what they want to and being understood

Provisions and /or strategies:

  • Model language – reflect back correct speech rather than correcting.
  • Repeat what the child or young person (CYP) has said and add one word.
  • Encourage CYP to work in pairs and small groups.
  • Organise small group or individual language sessions – adults have phonological awareness and understand the impact that processing difficulties may have on phonics acquisition, and differentiate phonics teaching accordingly.
  • Teach in a way that links with language programmes devised by a Speech and Language Therapist.
  • Allow time for CYP to process and respond (10 second rule).
  • Introduce a variety of language through rhymes, songs.
  • Ensure that all efforts to communicate verbally are supported.
  • Use alternative methods of communication e.g. Makaton, ICT, communication books and boards. You may also wish to consider use of a symbol communication system such as Picture Exchange Communication System (PECS) -please seek advice from your special educational needs co-ordinator (SENCO) if needed.

Last updated 29 September 2020

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