Social Cueing and Team (for deprivation reinforcing children with and children’s SLCN impoverished listening/attention presenting language as a experience LD/SEBD or Modelling, Sensory complex prompting and impairment need within reinforcing the children’s The child may Foundation language present with some Stage) of the following Clear classroom expressive (i.e., Psychology routines spoken language), Service (for supported by receptive (i.e., children with visual cues e.g. language SLCN and objects of understanding) more reference, signs, and/or pragmatic complex symbols, gestures, (i.e., social skills) needs) basic signing to difficulties: support language, Speech and photographs, An inability to Language visual timetables, communicate Therapy their needs at Service (for Pre-teaching and the level of children with teaching for their peers. clearly generalisation identifiable Persistent SLCN) Seating plans difficulties in understanding Use of the Peer support and using MIN language to guidance for Take up time, access the Speech schedules and curriculum Language routines even when and this has Opportunities for been Difficulties direct experience differentiated and practical Use of the activities Persistent Inclusion including use of difficulties development ICT. understanding Program and (IDP)
Social deprivation and impoverished language experience Sensory impairment The child may present with some of the following expressive (i.e., spoken language), receptive (i.e., language understanding) and/or pragmatic (i.e., social skills) difficulties: An inability to communicate their needs at the level of their peers. Persistent difficulties in understanding and using language to access the curriculum even when this has been differentiated Persistent difficulties understanding and Cueing and reinforcing children’s listening/attention Modelling, prompting and reinforcing children’s language Clear classroom routines supported by visual cues e.g. objects of reference, signs, symbols, gestures, basic signing to support language, photographs, visual timetables, Pre-teaching and teaching for generalisation Seating plans Peer support Take up time, schedules and routines Opportunities for direct experience and practical activities including use of ICT. Team (for children with SLCN presenting as a LD/SEBD or complex need within the Foundation Stage) Psychology Service (for children with SLCN and more complex needs) Speech and Language Therapy Service (for children with clearly identifiable SLCN) Use of the MIN guidance for Speech Language and Difficulties Use of the Inclusion development Program (IDP)
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