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Speech and Language Therapy for Statemented Children

Most children with special educational needs have strengths and difficulties in one, some or all of the areas of speech, language and communication. Their communication needs may be both diverse and complex. They will need to continue to develop their linguistic competence in order to support their thinking as well as their communication. The range of difficulties will encompass children and young people with

  • speech and language delay,
  • impairments or disorders, specific learning difficulties, such as dyslexia and dyspraxia
  • hearing impairment and those who demonstrate features within the autistic spectrum
  • children and young people with moderate, severe or profound learning difficulties
  • those for whom language and communication difficulties are the result of permanent sensory or physical impairment

These children may require:

  • flexible teaching arrangements
  • help in acquiring, comprehending and using language
  • help in articulation
  • help in acquiring literacy skills
  • help in using augmentative and alternative means of communication
  • help to use different means of communication confidently and competently for a range of purposes, including formal situations
  • help in organising and coordinating oral and written language
  • support to compensate for the impact of a communication difficulty on learning in English as an additional language
  • help in expressing, comprehending and using their own language, where English is not the first language

Speech and Language Therapy

 Case law has established that speech and language therapy can be regarded as either educational or non-educational provision, or both, depending upon the health or developmental history of each child.  However, since communication is so fundamental in learning and progression, addressing speech and language impairment should normally be recorded as educational provision unless there are exceptional reasons for not doing so.

Prime responsibility for the provision of speech and language therapy services to children rests with the NHS.  The NHS provides a professionally managed speech and language therapy service covering pre-school, school-age and adult age groups, which has close links with the other child health services.

Where the NHS does not provide speech and language therapy for a child whose statement specifies such therapy as educational provision, ultimate responsibility for ensuring that the provision is made rests with the LEA, unless the child’s parents have made appropriate alternative arrangements.

It is important that the nature and extent of provision required for individual children should be examined very carefully and that full consideration is given as to how such provision can best be delivered.

  • Some  children may need regular and continuing help from a speech therapist, either individually or in a group.
  • For others it may be appropriate for staff at the child’s school to deliver a regular and discrete programme of intervention under the guidance and supervision of a speech and language therapist.
  • Occasionally a language programme that is an integral part of the whole school day is more appropriate. Such language programmes will be delivered by school staff but may require regular monitoring and evaluation by a speech and language therapist.

It is good practice for education professionals who have received sufficient and appropriate professional development in the field of speech and language difficulties to support and assist the work of speech and language therapists in educational settings. Collaborative  practice is essential for successful intervention with children and young people with speech and language difficulties.


However, some parents find themselves in the unfortunate position of having to appeal against the statement, and need to provide well evidenced reasons for their appeal.

Naomi acts as an expert witness in these cases, providing a detailed report about your child’s difficulties and needs, and if necessary attending the Tribunal.

When choosing a Speech and Language Therapist as an expert witness you need to  ensure that they are  not only  a competent and experienced Therapist, but also that they have a good knowledge of the law in this area, know the tribunal rules, and have the skills to speak in public to put your child’s case.

Your child’s report should include  the SLTs CV, Documents considered, investigative evidence, and a Statement of Truth

Liaison with the treating Therapist is usually beneficial to get an overall picture, and a visit to any schools being considered

It should set out all the tests used, and the test results, as well as standard scores/centiles, and age equivalents

Recommendations should be quantified, stating exactly what the child needs, how often, and who should deliver it

The therapist should have clear presentation skills, both written and oral, so that s/he can put forward an argument and back it up with cogent evidence – and deal with the unexpected!

 Contact Naomi

  If you would like an informal chat, just call Naomi on  0121 602 0882 and we will do our best to support you at this challenging time.

 

What other families said:

“On meeting Naomi, she was professional and courteous, but also very friendly, which put me at ease.  She took time to discuss my son with me, while collating background information and then visited him at school.  Her  Speech and Language Therapy report  was extremely informative, provided excellentevidence for my son’s needs, and gave recommendations for the provisio required to meet his needs in a secondary school setting. 

I won my appeal, and strongly believe that Naomi’s report played a major part in the end result.  Thanks Naomi!!”

Gaye McGowan, Farnborough

 

Detailed information to help you is available at  

ipsea

 helpwithtalking

sossen

sendist

 

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