Oral language interventions emphasise the importance of spoken language and verbal interaction in the classroom. We are thrilled to be recognised as an example of best practice in the newly published Bercow Ten Years On report, an independent review of provision for children and young people in England. Service agreement between the school team and the provider. Language underpins literacy. 3,4 The 30 second intervention is not designed to force the student to play ‘good puppy’, beg for forgiveness and turn their life around before break time. The books provide an excellent context for students to learn new words and difficult language concepts. Book a place today on one of our courses. Primarily Speech-Language Therapists (SLT) will deliver this intervention. See how LANGUAGE! “The use of the LANGUAGE! Speech and language intervention is appropriate when a young child displays a significant functional communication disorder, disability or delay. Factors considered important for engaging teachers (Timperley, 2007) in learning and influencing practice changes are integrated through the use of a learning cycle approach. They are based on the idea that comprehension and reading skills benefit from explicit discussion of either the content or processes of learning, or both. We provide training to the wider workforce in early years settings and schools, equipping practitioners to support children and young people effectively. 'Identification, Assessment and Intervention: A practical guide for speech and language therapists and specialist teachers working in mainstream schools' has been updated to complement the Language for Learning books. which will be used and advertised by his or her name in the organization. The Word Aware approach has been highly successful in Worcestershire so we are delighted to be stocking the new Word Aware 2 book for early years settings. Worcestershire recognised as an example of best practice in Bercow Ten Years On. The existing access process for new referrals to the Communication Service will inform the decision to provide the intervention. Through our training for trainers programme we train speech and language therapists and specialist teachers to deliver Language for Learning training courses in their local area. Every Child a TalkerWe are recruiting settings - find out more on our course page and register your interest today. Oral language approaches include: Also, instill a sense of optimism and hope in your child that together you will work toward a solution to these difficulties. It is delivered over 30 weeks by teaching assistants in groups of three to four children. These statements are not a finite or fixed list, but are intended to evolve and continue to grow as new topics emerge and to reflect new realities in the diversity of learners and learning situations. Special education speech-language therapists primarily deliver this intervention. Essential to the LLi approach is engaging teachers in reflection on their teaching and learning practice and supporting changes in teachers’ interactions. Ros Pow, our Early Years Lead and Foundation Stage Training Coordinator for Language for Learning attended an event in Westminster marking 10 years since the national review, chaired by Speaker of the House of Commons, John Bercow. Identification, Assessment and Intervention - New guide for therapists and teachers. The purpose of this is to get an intervention that focuses on the structure of word-sentence, process level writing skills in students with language-based learning disabilities. They establish the team around the learner. The Intervention Learning Community (ILC) provides educators with helpful resources and support to enhance their implementation of Just Words®. Language for Learning provides young learners with the knowledge and understanding of language they need to achieve proficiency and reading comprehension. The second edition of our guide for therapists and specialist teachers accompanies the day course. Examples of scaffolding strategies include reducing the number of problems assigned to a student, permitting the student to use technological aids (e.g., word processing software which predicts student word selection to reduce keyboarding), and using cooperative learning groups that pool the group's knowledge to complete assignments. Hanley Castle High School were highly commended in the Shine A Light Awards in 2017 for their outstanding provision for children with speech, language and communication skills. The focus of Language for Learning is oral expression. Hanley Castle High School in Worcestershire presenting at NAPLIC conference 2018. Goal achievement on Individual Communication Plan. 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