Thread by @michellestclair

and last, Wendy Lee is following up on Neil's presentation with a focus on children with #SLCN and #DevLangDis. So focus on oracy and teaching children oracy skills. Speaking from a SLT and practice point of view. #NAPLIC21

pathways to invervention to children. Intervention at tier 1 - high quality teaching and interactions for all children. Schools should monitor progress. raising red flags and risk factors for children struggling with oracy education and experiencing difficulties. #NAPLIC21

Collaboration is key. Wendy might raise awareness of what TLD is and what #DevLangDis and #SLCN looks like. So raising awareness. Still have underidentification, so flagging this to teaching staff is key. flagging up students with possible problems.#NAPLIC21

supporting and monitoring progress in Tier 1 is important. encourage support and make oracy progress inclusive from a strategic point of view. #NAPLIC21

Discussion of the complexity of language to teachers and discuss typical language development and how it focus to the oracy framework (discussed in neil's talk). Discussion of elements of where children with #DevLangDis might struggle. #NAPLIC21

Wendy is now looking at dialogic teaching tasks and how these need to be considered for children with language disorders. Supporting staff in adapting these strategies to best support children with language disorders. #NAPLIC21

Things like extension of thinking time, planning for inclusion, teaching specific skills, and ensuring there is a mix of abilities in group work - mix up high fliers with student with specific needs. Both types of students thrive when integrated #NAPLIC21

teaching key vocabulary to enable students with language disorders to access tasks - defining key terms they don't understand (forgot the examples!). giving structured practice. comprehension monitoring - have they understood or not? again mixed ability groups #NAPLIC21

Wendy is talking now about using visual support to support group discussion. adults need to shift their language to enable children with language disorder to allow them to engage and scaffold children to engage in tasks. This is often difficult for teachers. #NAPLIC21

Looking at Tier 2 now. this is for children with known problems and can be in small groups or 1:1. Staff needs to be well trained and progress needs to be monitored. Collaboration is key. Example of a KS2 intervention #NAPLIC21

staff trained and lead intervention (usually teach. assistants). children identified, monitoring built in to see change across time. Collaboration between therapists and school. links made to oracy practice in classroom. #NAPLIC21

targeting summarising and listening, comprehension monitoring, word learning, teaching how to question, building inferencing and reasoning skills. receptive and expressive language imbedded throughout. ACE assessment used - pre and post. Average 30 children. #NAPLIC21

significant improvement in a group of children in an area of sig disadvantage. Similar progress with school based assessments. Some schools this is implemented in a whole school with similar results. #NAPLIC21

Best outcomes with initial training followed up with continued support. initial training includes theoretical understanding. collaborative approach and careful thinking about implementation. Engagement with parents. #NAPLIC21

Tier 3a - intervention led by SLT, but delivered by well trained staff. Tier 3b - intervention delivered by SLT. SLT monitors progress in both instances. #NAPLIC21

Wendy is now discussing the importance of collaboration, looking at areas important in the classroom. Asking children what is working well and working with parents. #NAPLIC21

Specific work that might be included: vocab teaching, teaching key concepts, teaching summarising skills, using visual strategies, inclusion in group work, using talking points with visual support. Comprehension monitoring in a systematic way. #NAPLIC21

Colourful semantics - helps deal with talking points in a structured way. helps with sentence structure. Narrative approaches - helps them think about language in a different way. #NAPLIC21

A Tier 3a example now. during lockdown - worked with support staff and parents. good outcomes and improvement, but in informal measures as well as formal assessments #NAPLIC21

Tier 3b example now. child's view gathered - wanted to link learning to things he already knew. Again, some good gains in skills. #NAPLIC21

Schools that value oracy can begin to see these children more clearly. children with #SLCN have a lot to say and need to be heard. #NAPLIC21