Stuck!! Unit 023 (cyp3.1)

[TinyTurtle]

Hi, I would really appreciate some help with these questions i feel like im going arround in circles

The questions i am stuck on are;
A. Why is early identification of speech, langusgeor communicationdelay important for a child or young person's well-being?

B. What are the potential risks for the child/young person's well-being if any speech, language or communication delay is not identified early?

C. Analyse the importance of early identifaction of the potential risks of late recognition to speech, language and communication delays or dissorders?

D. Who might be involved in a multy-agencyteam to support a child/young person's speech, language and communication development?

E. How, when and why would a multy-agency approach be applied?

F. Give Four different examples of play opportunities and describe how you would put them into practice to support the development of a child/young person's speech, language and communication?

Any help or hints and tips would be much appreciated.

Thanks, Laura

[tutu]

i think these are the whole unit! you need to do some reading and research look at the literacy trust, ICAN, chatter matter and the ECAT training site. you need to do a lot of reading in order to answer these

[kas14]

Originally Posted by tutu

i think these are the whole unit! you need to do some reading and research look at the literacy trust, ICAN, chatter matter and the ECAT training site. you need to do a lot of reading in order to answer these

its not the whole unit for task d, answers are on page 75 in the workbook that goes with the course, i am just doing it now so i know what you mean, its ok having the answers in front of you but its putting it all together

[spelky~brooks]

This may help a little...

Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.

Diagnosing problems in speech, language or communication is important to a child’s development as it could affect their overall behaviour at school or home. If the problem is picked up early enough then teachers, TA’s (teaching assistants) or Senco’s can intervene. It could affect early school life as a child may not be able to socialise or make friends for fear that they will be bullied or ostracised by other children. As a child grows older late diagnosis could affect their academic abilities as well as feeling like a social outcast. A hearing impairment or speech impediment may make it hard for a person to communicate; therefore it is crucial that other forms of communication are established i.e. sign language. If interventions and help are set in place early enough then the person will receive the correct guidance and support. This allows agencies or the people involved to ensure the child/young person is reaching their developmental targets and promote positive results for their language and communication.

4.2 Explain how multi agency teams work together to support speech, language and communication.

Multi agency teams work together to improve a child’s development. Initially a health visitor or clinic would identify problems when a child is taken for check ups. Depending on the action needed the child could be referred to a speech therapist such as SALT. If the child/young person was of school age then the senco (special educational needs coordinator) would be well aware of the problems and put interventions into place, outside agencies will then be informed and a ILP (individual learning plan) drawn up which will consist of activities that will benefit the child’s speech and language. Some children have therapy in school hours which is coordinated between the senco and relevant agencies. Time out in class will be given for the child who will then learn different techniques on speech, language and communication. Teaching assistants will be part of the ILP and be instructed by the agencies and class teacher on how to utilize these interventions.