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.
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.
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