Hi, welcome to silkysteps.
The response to this case study pulls on the policy and procedures that your setting has in place eg. how you work together with parents and external specialists, supporting the child through activities and any exercises that a SaLT or your parents might recommend/ask.
By sharing information staff and friends would know that
glue ear - NHS, hearing, listening, interacting socially are all considerations during times of transition eg. going for snack/outdoor play/getting ready to go home, when an activity becomes less interesting or if the child wishes to join in a new activity. These are times where a child's key-person might know to be close by to support the child and talk about what's happening before the child feels pushed to react with falling to the ground.
Picture cards can help children communicate their needs directly especially where language is still developing - toilet, water, food, dolls, cars, bricks, go outside .. by working with parents a setting can identify the most important requirements that the child might want to convey.
Calm communications, quiet and an ordered enviroment will also help
Cleft lip and speech development on GOSH.org.uk
Hth
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