Language for Learning in the Secondary School: A Practical Guide for Supporting Students with Speech, Language and Communication Needs

by Sue Hayden, Emma Jordan

Overview

Language for Learning in the Secondary School employs the same easy-to-use format as the best-selling Primary version of this book but has been adapted to meet the specific needs of secondary school teachers. This indispensable resource is packed full of practical suggestions on how to support students with speech, language and communication difficulties. Colour coded throughout for easy referencing, this unique book supports inclusive practice by helping you to: Identify students with speech, language and communication needs Understand how language is processed Consider roles and responsibilities at secondary level Plan a differentiated curriculum Consider the language demands across the subjects Adopt a whole school approach Make use of a wide range of positive strategies Empower students to access the curriculum. Language for Learning in the Secondary School comes complete with a wealth of photocopiable resources and activities, giving teachers and teaching assistants the confidence to help students with speech, language and communication needs more effectively in mainstream settings. It will also be an extremely useful resource for specialist teachers, speech and language therapists and educational psychologists.

Product Details

ISBN-13:	9781138437432
Publisher:	Taylor & Francis
Publication date:	07/18/2017
Series:	nasen spotlight
Pages:	160
Product dimensions:	8.25(w) x 11.69(h) x (d)

About the Author

Sue Hayden is a speech, language and communication needs trainer with over 30 years'specialist teaching experience both in primary and secondary schools.

Emma Jordan is a specialist speech and language therapist for the Speech & Language Therapy Service within Worcestershire NHS Children’s Services.

Both authors provide training for practitioners working with children and young people of all ages with speech, language and communication needs and manage the ‘Language for Learning’ project based in Worcestershire.

Table of Contents

1. Introduction

• Key to Symbols
• Levels of Support
• Making Practical Use of this book

2. Speech, Language and Communication Skills

• The Language for Learning Model of Speech, Language & Communication Skills
• Receptive and Expressive Language
• Thinking Skills

3. Identifying Speech, Language and Communication Needs

• Speech, Language and Communication Needs
• How many young people experience SLCN?
• Indicators of SLCN
• Types of SLCN
• Impact of SLCN
• Social, Emotional and Behavioural Difficulties
• Identifying SLCN

4. A Whole School Approach

• Roles and Responsibilities

• SENCO
• Parents
• Students
• Heads of Year
• Heads of Department
• Teacher
• Teaching Assistants
• Lunch Time Supervisors
• Administration Staff
• SEN Governors

• Language Friendly Environment Tools
• Consistency Across the School
• Adapting Resources
• Developing Independence
• Working Within Your Department
• Record of Support

5. Strategies for use Across the Curriculum

• Introducing Strategies and Resources
• Attention and Listening
• Understanding the Meaning of Words
• Structure and Rules
• Social Communication Skills
• Memory Skills
• Speech
• Thinking Skills

Glossary

References

Appendix 1: Suppliers of the Commercially Available Material

Appendix 2: Language for Learning in the Secondary School Training