Speech, language and communication needs – Encompasses a wide range of difficulties related to all aspects of communication in children and young people. These can include difficulties with understanding others; forming sounds and words; formulating sentences, fluency and using language. Children may find it difficult to understand what people are saying to them and find it difficult to interact socially with others in the right way. Others may have some difficulty in understanding what the child is trying to say as they struggle to pronounce their sounds correctly. * An explanation of how speech, language and communication skills support each of the following areas in children’s development - Learning - Emotional -
If it’s listening or talking, some children and young people find it very difficult to communicate. It’s very important to a child’s development that they are encouraged to find ways of communicating with other children or adults. Obviously the sooner a child is found to have speech or language problem the better, as they can then get the help and support they need to develop their communication skills. Every child a talker is a suitable approach which promotes the importance of a stimulating and interesting environment in which children and young people are encouraged to develop their communication and language skills. It also supports the Early Years Foundation Stage (EYFS) framework.
This definition is also set out in the Education Acts 1991 and 1996 and the Children and Families Act 2014. Special Educational Needs refers to children or young person who has learning difficulties or disabilities that make it harder for them to learn at the same pace as their peers of the same age to which a provision can be made for them. Children or young person who are referred as SEN have: * Specific learning difficulties – with reading, writing, number work or understanding information * Moderate learning difficulty – basic skills in an early years setting, school or college * Speech, language and communication needs – expressing themselves or understanding what others are saying * Behavioural, emotional and social difficulties – making friends, relating to adults or behaving properly in an early years setting, school or college * Visual and hearing impairment – wears hearing aid or poor eyesight * Physical disability - Cerebral Palsy, heart disease, Spina Bifida and Hydrocephalus and Muscular Dystrophy. Pupils with physical disabilities may also have sensory impairments, neurological problems or Learning Difficulties. Some pupils are mobile but have significant fine motor difficulties which require support.
In order for one to understand Speech and Language Disorders (SLD) one must first understand the components of speech and language. The two components of language are expressive – using words, gestures or written words to communicate and receptive – understanding what is said, written or gestured (CCCH 2006). Just as there are two components of language development, there can be two types of language delay and disorder. These are expressive language delay and receptive language delay. “Children with expressive language delay will have difficulties with spoken language and, compared with other children; their vocabulary will tend to be smaller” (CCCH 2006 p.12).
This stage is where a child must learn and accept what is and is not allowed and that some of the things that are not allowed could result in a punishment. When children are given the opportunity to use their initiative, for example, by making up a game, greater feelings of security are introduced with their ability to lead others and their sense of initiative is boosted. A dismissive or over controlling attitude or criticism from a carer could cause the child to become under the impression that they are a nuisance to others, making them feel embarrassed and causing them to lack self initiative. During this stage, children tend to ask many questions as they exercise interest and become more curious about their world. If negative responses towards the child’s questions are shown from the parents or carer, then the child may begin to develop feelings of guilt for showing an interest.
Communication and language development are linked to cognitive development because more sophisticated communication involves thinking about what others are trying to convey as well as thinking about what you are trying to express. 4. Social and emotional development – this are of development is about relationshipand also about understanding oneself. Being able to feel sorry for someone, knowing what behaviuor is acceptable and having the ability to control your emotions are examples of skills that children learn. 5.
Whereas if the child or young person realises that this behaviour can enable them to get what they want or need, this behaviour can show that it is more likely to occur in the future. This maybe because children and young people are able to learn the effects their behaviour has by taking down in observations what others can do alongside things that the child or young person with problems can and can’t do. 1.2- Explain with examples, how speech, language and communication needs may affect behavioural, emotional and social development in children and young people: If a child can’t interact with their friends they will become frustrated and might get upset and angry. This will then make them not want to socialise with anybody. Children with special needs might have problems with behavioural, emotional and social difficulties because they might not be able to speak, communicate properly or their language might not be developed properly so they will become withdrawn, starting to feel isolated, being hyperactive, lack of concentration, immature social skills, showing challenging behaviour towards others with special needs or others
Lastly, we will look at how the problems associated with them can be addressed. A. What do the aspects of children’s behaviour or development entail? A1. Children’s information processing and motor skills Young children process information more slowly than adults, and this affects their motor skills.
This skills are use do organise, sequence, sort, relate, differentiate and many other processes. With these skills children learn to plan and understand the world as well as other people in their life. Deficiency of Theory of Mind would cause for a child to have a small depth of other people’s mind. This is also referred to, as mind-blindness. This proposes that children have a very difficult time to see things from other person’s point of view.
These children suffer from difficulties like alphabet recognition, reading words and writing in mirror patterns. The existing system has taken efforts to handle interaction, letter recognition, phonological processing and visuo - spatial attention. The proposed system “MAD- Multisensory Application for Dyslexic” aims at developing a learning aid that helps the children also to overcome the Dyslexia via three sensory modalities (visual, auditory, and tactile). Dysgraphia, a part of dyslexia is a condition that causes trouble with writing expression. The proposed application mainly aims in