Support for School-aged Children

We support children in a range of settings according to their communication needs, including community clinics, school and the child’s home environment, working closely with parents, teachers and with other professionals (for example specialist teaching practitioners). We work closely with colleagues in the Specialist Inclusion Support Service Speech Language & Communication Disorders Team, to support young people with communication difficulties in mainstream schools, recommending adaptations and targets to ensure young people are able to communicate as effectively as possible within the school environment.

The Speech and Language Therapist will assess your child’s communication in the most appropriate setting.

What happens during a clinic assessment?

After introducing themselves to you and your child, the therapist will have a discussion with you and your child (as appropriate to your child’s age and communication ability) about:

  • How your child feels about communication
  • Any specific areas of difficulty you/your child has noticed
  • Your child’s early developmental history
  • What support is currently in place

We will then assess your child’s communication skills in order to see how they are communicating in comparison to expectations for their age. This will involve using toys and pictures and try to make the assessment as fun as possible so that your child feels comfortable. Where possible, we will also choose from a variety of standardised (formal) assessments to give us information about specific areas of your child’s communication development. Please visit http://www.talkingpoint.org.uk for more information on your child’s expectations.

Following the assessment activities, the therapist will discuss with the parents/carers to explain what the assessment has shown and to agree on the next steps. This will all be summarised in a report to parents/carers and School , which outlines the child’s communication needs, next steps agreed with the SLT department, and any useful strategies for family and other adults to use. This report can be copied to any other professionals you feel will benefit from the information.

Most assessments will take place within clinic, however sometimes children may require assessments at home or within school settings. The Speech and Language Therapy team will be able to determine the best location to complete assessments for each child.

What happens after assessment?

Following assessment, the Speech & Language Therapist will write a report which will include:

  • information from the young person, their parent/carer and teachers (if appropriate) about how the young person communicates at home, at school and in their spare time.
  • Description of the SLT assessment process and the results of any formal assessments that were carried out.
  • Individualised recommendations to address the areas of concern at home, at school and in other settings.

Reports are sent to parents/carers, the young person’s GP and other relevant professionals as agreed with parents/carers. SLT reports can be used to support a young person’s Education, Health and Care Plan (EHCP), although not all children who receive speech & language therapy will require an EHCP.

For many school-aged children, this report marks the end of their involvement with the SLT service as their language needs are such that can be met by education services (see SLT discharge for further information). Parents/carers and professionals are, however, welcome to contact the Speech & Language Therapy service by telephone for further information and advice until the young person reaches their 18th birthday. If a child has speech sound difficulties they may be offered therapeutic input to increase their intelligibility.

Therapy Sessions

Therapy for school-aged children with speech sound difficulties may be offered by a Speech & Language Therapist or a Speech & Language Therapy Assistant.

Direct Therapy

Support in Special Schools

Speech and Language Therapy intervention for children in these settings aims to ensure that the child is able to communicate effectively for as many reasons as possible, with as many people as possible and in as many environments as possible. This is based on the Means, Reasons and Opportunities Model of Communication (Della Money and Sue Thurman, 1994).

Find out more about support in special schools.

 

 

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