Early communication strategies: using video analysis to support teachers working with preverbal pupils

Carolyn Anderson is a speech and language therapist who is currently working as a senior lecturer at the University of Strathclyde. In this article she provides an early account of her ongoing research into communication between teachers and pupils with severe and complex learning disabilities. Video recordings were made of teacher-pupil interactions. The recordings were then analysed in terms of the numbers of turns taken by pupils and teachers; the strategies teachers and pupils used to initiate and respond in interactions; and the numbers of information carrying words teachers used with pupils with different levels of language comprehension. Carolyn Anderson's findings will help teachers who want to develop their own awareness of the role they play in communicating with pupils. This research will also support staff who are trying to encourage pupils with learning difficulties to become more actively involved in interactions and teaching and learning opportunities.     

Teaching subjects to pupils with profound and multiple learning difficultiesConsiderations for the new Framework

Nicola Grove, who lectures in speech and language therapy and works in a school for pupils with severe and profound learning difficulties, and Nick Peacey, Director of the Special Educational Needs Joint Initiative for Training (SENJIT) at the Institute of Education, discuss the development of a framework for teaching National Curriculum subjects to pupils with profound learning difficulties through discussion with mainstream specialists.     

Practical considerations when supporting transitions for pupils with speech,language and communication needs

This article investigates the impact of transitions upon pupils aged 11–14 with speech, language and communication needs, including specific language impairment and autism. The aim is to identify stress factors, examine whether these affect any subgroups in particular and suggest practical strategies to support pupils through transitions. Stress factors discussed include homework, bullying, independent learning and social situations. The compared subgroups include pupils with diagnosis of SLI and autism, those receiving free school meals and those not, and pupils achieving at different National Curriculum levels. The sample is too small to be representative or generalisable but some recommendations for practice are given.     

The effects of speech and language therapy intervention on children with pragmatic language impairments in mainstream school

In this article, Catherine Adams, clinical senior lecturer in speech and language therapy at the University of Manchester, and Julian Lloyd, senior lecturer in psychology at Newman College, Birmingham, describe the implementation and effects of an intensive programme of speech and language therapy for children who have pragmatic language impairment (PLI) attending mainstream education in the north west of England. An intervention which focused on aspects of pragmatic language such as conversation, inference and narrative was developed. Six children who have PLI (mean age=7;10 years), all with a Statement of special educational needs, participated in a single case study series in which they each received 20 sessions of the speech and language therapy programme in their own school. Guidance and specific training was provided for learning support assistants and classroom teachers. Despite showing heterogeneity in their initial profiles of impairment, progress in conversation skills was seen in all six children and some significant changes in language test performance were found. These findings suggest that intensive speech and language therapy intervention has the potential to produce generalis-able gains in language and communication skills in children who have PLI and indicate appropriate outcome measures for future effectiveness studies.     

Language Intervention: Computer Training for Young Children with Special Needs

Three studies that explore the usefulness and effectiveness of computers for training language skills of young children with communication disabilities are reviewed. A study of eight toddlers with Down syndrome compared traditional individual language intervention with computer-based instruction for developing comprehension of vocabulary and early grammatical patterns over a period of three months. Both approaches showed a similar, highly significant effect, indicating that computer-based intervention was as successful as traditional one-to-one language therapy.
A second study used 52 children (ages 4–10) who were enrolled in special education classes for children with severe language, learning and behavioral disabilities. The effectiveness of adding twice a week, 30-minute interactive computer language training sessions to the regular classsroom language curriculum was examined. Children showed significantly more progress in vocabulary, general language ability and social communication during the 10 week period they were receiving the computer training.
Lastly, the effectiveness of using a parent volunteer to work with toddlers on computer-based language tasks was compared with language progress when these children worked with a professional speech language pathologist. Four out of five of the children showed more progress when working with the parent volunteer.
The article concludes with a discussion of educational considerations for planning computer-based language intervention and includes a sample language lesson for the computer as well as software evaluation guidelines.     

Perceptual skills and Arabic literacy patterns for mathematically gifted children with specific learning difficulties

Phonological awareness is a key factor in the development of literacy, and frequently presents itself as an area of weakness in pupils with reading difficulties. In this article, Anies Al-Hroub of the American University of Beirut sets out to define a distinguishing pattern of characteristics that supports the identification of pupils with specific learning difficulties who are gifted in mathematics and reports the assessment of the pupils' visual and auditory perceptual skills, including phonological awareness. The assessments were designed to measure auditory and visual memory skills, auditory and visual analysis skills, speed of information processing and spoken language (receptive and expressive). Furthermore, aspects of language learning such as reading, writing, spelling and parts of listening ability were all assessed for mathematically gifted pupils with specific learning difficulties who scored above the cut-off score of 120 on the WISC-III-Jordan. The article closes with recommendations for further research.     

Towards inclusion — our shared responsibility for disaffected pupils

Finding ways of successfully including pupils with emotional and behavioural difficulties in mainstream schools remains a significant challenge as we move towards a more inclusive future. In this article, Fiona MacLeod, Upper School Co-ordinator at Willow Grove School, a special school for pupils with emotional and behavioural difficulties in Wigan, describes a pilot project designed to promote the reintegration of pupils at transfer to the secondary phase of their education.
She reports on a series of successful placements and discusses the factors that may have helped to sustain the inclusion of some of the pupils in her pilot group. The work described in this article was undertaken as part of the author's MA (special educational needs) programme at Lancaster University.     

Writing with Symbols – The Meldreth Suite

A partnership between Widgit Software and Meldreth Manor School, a residential school for pupils with severe or profound and multiple learning difficulties, is aiming to produce a new suite of software programmes. These programmes enable pupils to use an extensive vocabulary of Rebus symbols for extending language and communication skills, as well as providing access to a broad and balanced curriculum. David Banes, senior teacher, Meldreth Manor School, Caroline Coles, headteacher, Meldreth Manor School, Mike Dethridge, Widgit Software, and Wendy Newton, senior speech therapist, Meldreth Manor School, Royston, near Cambridge, describe the programmes.     

Establishing Peer Mediation in a Special School Context

This article reports an evaluation of a peer mediation scheme in a special school for students with moderate learning difficulties. The evaluation of the project focused on two aspects: the effectiveness of the training of the mediators and the effect of the project on the school community. The author concluded that pupils with moderate learning difficulties have the ability to mediate successfully; that the process can develop their social skills and emotional literacy; and can play a notable part in increasing cooperation between pupils within the school environment.     

Child-centred play therapy,by Risê Van Fleet,Andrea E. Sywulak and Cynthia Caparosa Sniscak

Research has identified a significant relationship between social, emotional and behavioural difficulties (SEBD) and speech, language and communication difficulties (SLCD). However, little has been published regarding the levels of knowledge and skill that practitioners working with pupils experiencing SEBD have in this important area, nor how they might more effectively detect and support SLCD in the children and young people with whom they work. This paper outlines a small-scale project intended to evaluate said knowledge and skills within an SEBD support team in central England, and to increase this team's effectiveness in detecting and supporting children experiencing SLCD.     

The educational experiences of pupils with a Statement for special educational needs in mainstream primary schools: results from a systematic observation study

Findings from the Deployment and Impact of Support Staff project showed that day-to-day support for pupils with special education needs (SEN) in mainstream UK schools is often provided by teaching assistants (TAs), instead of teachers. This arrangement is the main explanation for other results from the project, which found TA support had a more profound, negative impact on the academic progress of pupils with SEN than pupils without SEN. There is, however, surprisingly little systematic information on the overall support and interactions experienced by pupils with the highest levels of SEN attending mainstream schools (e.g. those with Statements). The Making a Statement project was designed to provide such a picture in state-funded primary schools in England (e.g. schools attended by children aged between five and 11). Extensive systematic observations were conducted of 48 pupils with Statements and 151 average-attaining ‘control’ pupils. Data collected over 2011/12 involved researchers shadowing pupils in Year 5 (nine- and 10-year olds) over one week each. The results, reported here, show that the educational experiences of pupils with Statements is strongly characterised by a high degree of separation from the classroom, their teacher and peers. A clear point to emerge was the intimate connection between TAs and the locations, in and away from the classroom, in which pupils with Statements are taught. The currency of Statements – a set number of hours of TA support – is identified as key factor in why provision leads to these arrangements, and appears to get in the way of schools thinking through appropriate pedagogies for pupils with the most pronounced learning difficulties.     

The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment – implications of recent language intervention research

Many UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment.
Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor.
A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined.     

What makes for a successful re-integration from a pupil referral unit to mainstream education? An applied research project

A qualitative research project was carried out in order to explore the views of Pupil Referral Unit (PRU) and mainstream school staff regarding the process of re-integration of secondary school age pupils from the PRU to mainstream school. The views of 11 PRU staff members, six mainstream staff members and a member of the Behaviour Support Service were sought through focus groups regarding the re-integration of pupils from the PRU to mainstream education. Thematic Analysis of the data suggested that effective re-integration is perceived to be most successful when particular factors at the child, family, school and systemic levels are in place, such as the child wanting to return to mainstream school, support from and engagement of parents and timely re-integration into a truly inclusive mainstream setting. Suggested developments to improve the process and practice of re-integration in the future were also identified. The implications of the research findings are discussed.     

An intervention program for promoting deaf pupils' achievement in mathematics

Our past research identified two aspects of deaf children's functioning that places them at risk for underachievement in mathematics. The first is their reduced opportunities for incidental learning, and the second is their difficulty in making inferences involving time sequences. This article examines the effectiveness of an intervention program to promote deaf children's numeracy that was designed to deal with these two factors. The design involved a comparison of 23 deaf pupils participating in the project with a baseline group formed by 65 deaf pupils attending the same schools in the previous year. The project pupils were tested before and after the intervention on the NFER-Nelson Age Appropriate Mathematics Achievement Test. The intervention was delivered by the teachers during the time normally scheduled for mathematics lessons. The project pupils did not differ from the baseline group at pretest but performed significantly better at posttest. They also performed at posttest better than expected on the basis of their pretest scores, according to norms provided by the NFER-Nelson Age Appropriate Mathematics Test for assessing the progress of hearing pupils. We conclude that the program was effective in promoting deaf pupils' achievement in numeracy.     

The Protection of a Statement? Permanent exclusions and the SEN Code of Practice

The number of pupils with Statements who are permanently excluded from school has been identified as an issue in several national studies. This paper reports on a small-scale research project within one local education authority (LEA), aimed at identifying common factors and issues around the exclusion of Statemented pupils from mainstream schools. Key findings include a high rate of significant literacy and numeracy difficulties in the sample, limited communication between some schools and LEA support services, the schools' predominant use of Statements to provide in-class support from a learning support assistant rather than other more targeted interventions, and teachers' perceptions that no amount of increased funding through the Statement would have prevented the exclusion.     

The Language and Communication Content of FE Courses for Students with Severe Learning Difficulties

This article reports an investigation in further education colleges in the north west of England into the language and communication content of courses for students with severe learning difficulties. The inquiry was undertaken for the M.Ed degree of Liverpool University. Sue Roulstone is currently the chief speech therapist at Bristol Royal Hospital for Sick Children and teaches part time at Bristol Polytechnic.     

Wireless keyboards and mice: could they enhance teaching and learning in the secondary English classroom?

This paper reports on the first year of a pilot study on the use of wireless keyboards and mice by student teachers with small groups of pupils across the 11–16 age range in the secondary English classroom. It investigates the equipment's suitability for use with a range of teaching and learning strategies including collaborative writing and textual analysis and considers the affordances which may be offered to the learning context through use of the technology. Provisional findings reveal some technical difficulties with the equipment but suggest that it has the potential, particularly when used as a motivational tool, to develop pupils' creative engagement with composition processes during small group collaborative writing.     

A 23-Year Review of Communication Development in an Individual With Agenesis of the Corpus Callosum

Twenty-three years of observation and testing of the communication skills of a male participant with agenesis of the corpus callosum (ACC) and normal IQ revealed initial weakness in content and form of language. While his general ability to communicate improved over time, difficulties with fluent speech in conversations and pragmatic language skills persisted into young adulthood. With intensive intervention, communication and academic skills developed by late adolescence, which allowed the participant to complete a regular high school program. Discussion includes similarities and differences between this longitudinal case study and other reports of individuals with ACC with respect to communication skills. A clinical intervention approach based on collaboration between client, school, and the client's family is described.     

Goal-setting and self-assessment in Year 7 students

Recent legislation has raised awareness about the need for those involved in making decisions about children to take into account the views of the child. With the recent government drive towards target-setting, it has become necessary to acknowledge that pupils can have an input into decisions affecting their learning. The aim of this study is to evaluate a classroom-based project for increasing pupil involvement in their learning. A solution-focused framework was used to support teachers’ dialogue and to enable pupils to talk about and to record their progress. The targets focused on two areas, specified by the teachers. Measures of perception of progress were also taken to explore whether both parties (teachers and pupils) became closer in their perceptions. The findings of this study provide evidence that involving pupils in their learning can raise attainment levels in spelling and punctuation. Other factors, such as feedback to pupils, are also discussed in light of these findings.     

Local language a medium of instruction: challenges and way forward

The paper reports on a participatory action research study conducted in six rural primary schools in Uganda in 2013 to establish why children taught in the local language had difficulties in reading and writing. Findings through interviews, focus group discussions, reviews of exercise books and lesson observations indicated that though it was easier for pupils to learn the concepts in the local language; challenges ranging from poor translation, inadequate teachers’ language proficiency, lack of instructional materials, high pupils’ enrolment, lack of administrative support and teacher-centred approach of teaching, affected pupils’ learning to read and write. Participants recommended adopting the child-centred pedagogy, incorporating instructional materials, conducting continuous assessment and recording pupils’ competencies attained in reading and writing. Teachers need to engage more in Participatory action research in order to reflect on their practices and pupils’ learning, and collaboratively decide what works best and what needs improvement in their classrooms.