Tools for Schools
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