How to make sure children and young people at risk of speech, language and communication needs are identified early and effectively
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The resources here will help you reach the outcome: "I know how to make sure teenagers at risk of speech, language and communication needs are identified early and effectively."
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Balanced System for Schools and Settings
The Balanced System Scheme for Schools and Settings is a whole system approach to improving outcomes for children across the range of speech, language and communication needs for any setting that supports children. The framework enables a setting to understand existing need and provision for speech, language and communication and develop provision to address the gaps. The framework supports a setting to demonstrate impact of the support for speech, language and communication.
Parent information, advice and resources - Worcestershire
The Worcestershire Speech and Language Therapy service website provides a comprehensive range of resources, advice and You Tube videos to help parents to support their child / young person at home.
Visit the website to find:
- Information about speech, language and communication
- Free resources you can download and use at home
- Links to our You Tube channel where you will find demonstrations of activities you can do at home
- Further information about the local team, where we work and what services we provide
Language for Learning
Language for Learning provides training and resources to support everyone working with children and young people with speech, language and communication needs.
Developed in 2000 by a specialist teacher and a speech and language therapist, Language for Learning is a Worcestershire joint health and education non-profit making project managed by the NHS service.
Language for Learning provides training to the wider workforce in early years settings and schools, equipping practitioners to support children and young people effectively. A wide range of training courses are available from half day courses to three day intensive courses. Language for Learning also has a resource catalogue full of practical resources and ideas to support children in their setting.
Visit the website to find out more
Cost: Training commissioned by schools and settings
Identification Tools for School Age Children - Worcestershire SLCN Pathway
The Worcestershire SLCN Pathway guide and tools help practitioners to support identification of SLCN.
Tools for school age include: developmental norms, the child's voice, early warning signs for school age and tools for identification of need in both primary age and secondary age.
TCT Building a Profile
This document has been designed to guide you in making a referral to speech and language services. Being aware of the different types of speech, language and communication needs (SLCN) will make it easier for you to describe the child / young person's difficulties accurately, enabling them to access the right support as quickly as possible.
Afasic supports parents and carers with young children who have difficulties with listening, talking and understanding others. Here is information for you use and to share with families of the children you support. It includes a wide range of information about talking, listening and understanding and what might cause these difficulties. If families are worried that their young child is not talking or not saying as much as other children of their age, they can contact Afasic by telephone or email to speak to someone who can help.
I CAN Ages & Stages
This is a guide to the typical stages of speech and language development in children. Children develop language at different rates. However, understanding what is typical can help you identify speech and language problems early. This page also provides information about how to support children's development.
I CAN Talk about Talk Secondary
Talk about Talk is an evidenced targeted intervention that helps students aged 14 to 18 with poor communication skills to be ready for the workplace. The programme consists of a series of 13 fully planned one-hour lessons delivered by trained teaching or support staff.
What's typical talk at secondary?
This poster is an easy reference for teachers to understand young people's speech and language development from 11-18 years and supports them in identifying children who may have speech, language and communication needs.
Developmental Language Disorder (DLD) is diagnosed when children and young people struggle with language, resulting in children who have difficulty understanding what people say to them, and struggle to articulate their ideas and feelings. This website provides you with information and resources to help identify and support children and young people with DLD. Information can also be shared with families and carers of children and young people with DLD.
TCT Progression Tools Secondary
The Progression Tools are based on typical speech and language development and provide a way of tracking progression of these skills over time or following interventions. The Tools are not a diagnostic tool, however they do provide information to help decide whether children and young people would benefit from a targeted intervention or specialist assessment and support.
Don't Get Me Wrong
Information about identifying speech, language and communication needs including a checklist of 35 indicators helps to identify if a teenager may have difficulties with their understanding of spoken language, the meaning of their message, function or reason for communication including pragmatics and social communication. Use to support your understanding and assessment of a child or young person's needs and share with parents and carers who are concerned. Download here: Don't Get Me Wrong
Secondary Language Link
Secondary Language Link is a comprehensive SLCN support package. This assessment, targeted interventions and teacher training package enables secondary schools to identify and support the language and communication needs of Key Stage 3 students aged 11-14
What are the signs of DLD?
Leaflet outlining 10 key signs that indicate a child may have DLD.