We understand that Teachers are being asked to meet the needs of a wide range of speech, language and communication needs in the classroom. Here IS Therapy Network’s top classroom speech and language therapy strategies.
CLASSROOM SPEECH AND LANGUAGE THERAPY STRATEGIES
Strategies for Attention and Listening
- Positioning sit any children with known learning needs
- Visual cues, gesture
- Give the child target questions to answer after session or target words to listen out for
- Use name or a familiar listening cue: “I’m going to give an instruction now….”
- Allow time for shift of focus (from visual ->auditory) before giving instruction
- Use `learning breaks’/ Brain Gym
- Specific praise for child and task
- Clear start and finish
- Mat at carpet time to support skills.
Strategies to Support Understanding of Spoken Language
- Break information given verbally into chunks, say less
- Slow down, repeat before paraphrase
- Visual clues to support auditory information eg. key words, pictures
- Use visual aids such as flowcharts, cue cards, writing frames etc.
- Use a visual timetable
- Highlight key words (emphasise verbally)
- Relate new information to information previously learnt
- Allow children to complete one part of an instruction before giving the next part of the instruction.
Strategies for Spoken Language
- Give time for child to respond – more than you think
- Prompt- provide beginning of sentence that is the response to a question (e.g. “yes, this is for…” or what does it do?, where can you find this?
- Give 2 or 3 alternatives (e.g. “Is it x or y (or z)?”)
- Ask specific closed-ended questions which do not require a lengthy complex answer
- Give a model for child to copy for sentence construction in either spoken or written form, which includes all the key elements-Subject Verb Object Adverb. The man eats the sandwich in the Park
FOR FURTHER READING GO TO: http://www.talkingpoint.org.uk/ey-workers/supporting-underlying-strategies