This unit is assessed through a portfolio of evidence. Assessment evidence for Learning Outcome 4 should relate to the learner’s place of work and children or young people s/he is supporting; it may not be simulated. Evidence might take the form of reflective logs, witness statements, video or audio recordings, resources produced, completed referrals or other authentic paperwork. These can be anonymised to protect the identity of the child/young person.
Understand roles and responsibilities in relation to supporting children and/or young people with speech, language and communication needs (SLCN) in educational settings.
Analyse the roles and responsibilities of different professionals, working in educational settings, to support SLCN.
Explain own role and how that combines with the contribution of others in the educational setting to provide effective support for one or more individual children and/or young people.
Explain how own setting ensures staff adhere to legislation and statutory guidance on equality and inclusion when supporting children and/or young people with SLCN.
Explain how voluntary and public sector agencies provide support for children and/or young people with SLCN and their families to complement the support provided in the educational setting.
Understand the needs of children and/or young people with SLCN.
Explain the typical stages of speech, language and communication development for children or young people in a specific age range (e.g. 0-5; 11-16).
Analyse different risk factors that can affect speech, language and communication development.
Explain the different approaches that can be taken to identify and assess SLCN.
Analyse the relationship between SLCN and other areas of development, and the impact of SLCN on learning and behaviour.
Understand effective practice in working with children and/or young people with SLCN and their parents and carers.
Assess the importance when working with children and/or young people with SLCN of understanding their strengths, needs, interests and aspirations.
Assess the importance of understanding the views and wishes of parents and carers in relation to assessing, supporting and planning for children and/or young people with SLCN.
Explain how involving peers and friends can help professionals to support children and/or young people with SLCN.
Summarise the importance of reflective practice and continual professional development for those supporting children and/or young people with SLCN.
Be able to recognise SLCN in children and/or young people and provide appropriate support.
Assessment evidence for Learning Outcome 4 should relate to the learner’s place of work and children or young people they are supporting; it may not be simulated.
Identify when a child or young person is not developing their speech, language and communication skills as expected and refer them in a timely fashion to an appropriate person for further assessment.
Working with a range of professionals, learners should be able to understand when a child or young person is not developing their speech, language skills as expected.
Use appropriate strategies to help children and young people with SLCN make progress towards agreed targets for learning and social interaction with peers and adults.
Use appropriate techniques to engage children and/or young people in the support process and to listen to their views and wishes.
Adapt resources for children and/or young people with SLCN.
Provide an appropriate range of opportunities to support children and/or young people with SLCN to develop their skills.