Language and Communication Needs Essay

You are one of the support workers for a ten year old tiddler who has learning disabilities and motifs support at school. The child has manner of speaking and communication gets. Describe the methods and strategies you powerfulness do to enable him to legislate with you.How to use specific methods of communication? round children need particular help in order to communicate and interact. address totally may be effortful for them and they may require special methods of communication. There are several of these and usually advice will be given by a speech therapist in consultation with parents as to which one to use and how to use it. Over the past few years, the range of methods has cast upd and technology is increasingly being used. sound simulation has, for example, meant that children can press a picture or type in a estimator or handheld device and have their parts heard. In the same way, for children who find in hard to write, voice recognition can put their words into writing. Below are some examples of the methods that might be used. optic systemsSome children need visual cues in order to make sense of voice communication. If the child you are running(a) with uses a system of visual communication, you will need to spend time learning how to use it right away and fluently. Picture representationsSome children benefit from using pictures to supplement communication. You may show a child a picture of an apron and at the same time say the word so that the child knows that they need to get their apron. Picture exchange systemThis system, based on pictures, not only helps children to understand the nub of words but also help them to learn about the way in which communication is a shared and a two-way process. The child takes and receives pictures and so learns how to interact. Sign representationsSome childrens cognitive increase is the reason why they find it hard to talk and communicate. At first, babies learn about language through wi th(predicate) seeing the object that the adult is talking about at the same time as perceive the word. For example, an adult may point to a cat and say cat. The child than remembers the word and so eventually does not need the cat to be around to know what the word means. For some children, sounds alone are not enough and they need to have their language supported by signs. A harsh sigh system is Makaton. It helps children link the word to an action or object and so is easier for them to understand. Makaton is not a language in itself but a tool to help language. It is important not to confuse Makaton with British sigh language, which is not used for the same purpose. British sign languageBritish sign language is an alternative form of communication. It is a complete language and is used instead of speech. Users if sign language do not have learning difficulties. Most users have significant auditory modality loss and so need a different way of communicating.Music can be an incred ibly effective therapeutic and educational medium for young children and individuals with special needs. Singing can rouse growth in many areas of a childs development and in several areas simultaneously. By singing with children, we may help stimulate language and communication skills, encourage interaction, assist in learning academic concepts, encourage self expression, increase self esteem, help him relax, and help establish routines.How to remove barriers in communicationA child might not be able to hear operating instructions or what other children are saying bring through down instructions or show pictures to help children understand what is happening. Encourage other children to face the child so that it is easier for them to hear. Use pictures or signs to help children to communicate with each other. Plan games in which action is more(prenominal) important than hearing or talk.Useful strategiesTry to speak in clear, short, simple sentences simplify instructions suppo rt speech with visual prompts, signs or gestures use pictures/symbols to aid understanding ensure prompt referral to a speech and language therapist, or the provision of specialist speech and language intervention within the educational setting encourage regular, constant reinforcement of skills introduced at speech and language sessions.Strategies for or those with language damage/delayIt helps to use simple sentences and instructions, reinforcing key words ask a child to tell you in their own words what they have been asked to do reinforce learning by repeating answers (from the child or others) encourage good listening encouraging the child to (learn to) read use visual timetables/prompts gestures, signing eg Makaton or written instructions to reinforce the spoken word provide visual clues, dont bonny talk about a cylinder, let them see it, feel it, play with it, find different cylinders school word association skills teach the nuances of language, meanings of jokes, idioms, body language, facial expressions etc make use of books, role play, drama, singing, social stories to condone social situations and develop social skills and understanding play games that encourage listening and/or social skills forge the careful use of computers and ICT to facilitate learning.Types of disordersSpeech disordersSpeech disorders involve difficulties producing speech sounds or problems with voice timbre. They might be characterised by an interruption in the flow or rhythm of speech, such as stuttering (which is called dysfluency). Speech disorders include problems with articulation (the way sounds are formed), or phonological disorders, or difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. Experiencing difficulty with some speech sounds may be a symptom of a delay, or of a hearing hurt. It can be difficult to understand what someone with a speech disorder is trying to say.Language disordersLanguage disorder is an impairment in the ability to understand and/or use words in context, both verbally and non-verbally. Characteristics of language disorders include improper use of words and their meanings, problems with sentence structure, inappropriate grammatical patterns, reduced vocabulary and softness to express ideas, or follow directions. One or a combination of these may occur in children who are affected by language-learning disabilities (such as dyslexia) or developmental language delay. Children may hear or see a word, but not be able to understand its meaning. Often, being unable to communicate frustrates them. The effects of language difficulties vary from mild and transient, perhaps requiring some short-term specialist intervention, to severe and long-term, requiring regular specialist input. Some children have specific language problems others have additional difficulties such as hearing impairments.