Research shows that children with delayed language benefit from effective, targeted support. Evaluations of targeted language programmes have shown that:
In addition to this, adaptations to the classroom and teaching will be necessary. These could include:
As part of the requirement for all staff to support the needs of children and young people with special educational needs and disabilities (SEND), these adaptations should be part of everyday practice in a classroom.
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There is evidence to indicate that education staff supporting children with targeted support for their delayed language can be effective, but that they should have sufficient training and skills in order to deliver language interventions. This paper sets out the issues.
Read real-life case studies from schools who have successfully implemented a targeted approach to supporting children with delayed language.
Communicating the Code, guidance on implementing the Code of Practice for pupils with SLCN, contains practical information, case studies and links to great resources to help all those involved with children and young people with SLCN fulfil their responsibilities.
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