Language and Communication Needs Essay

You argon one of the support workers for a ten year old sister who has training disabilities and compulsions support at school. The child has quarrel and communication makes. Describe the methods and strategies you great power handling to enable him to communicate with you.How to single-valued function particular(prenominal) methods of communication?Some children need particular serve well in cast to communicate and interact. Speech solely whitethorn be difficult for them and they may require special methods of communication. There are several of these and usually advice volition be given by a reference therapist in consultation with parents as to which one to using up and how to engage it. Over the other(prenominal) few years, the range of methods has increased and technology is increasingly being used. phonate simulation has, for example, meant that children can press a picture or case in a computer or handheld device and fuddle their enunciates heard. In the s ame itinerary, for children who find in hard to write, voice identification can put their countersigns into writing. Below are some examples of the methods that might be used. Visual governing bodysSome children need ocular cues in fellowship to make sense of phraseology. If the child you are working with uses a system of visual communication, you will need to spend time learning how to use it quickly and fluently. Picture representationsSome children benefit from using pictures to supplement communication. You may show a child a picture of an apron and at the same time narrate the account book so that the child knows that they need to get their apron. Picture exchange systemThis system, based on pictures, not only helps children to conceive the meaning of words but also help them to learn about the modal value in which communication is a dual-lane and a two-way process. The child takes and receives pictures and so learns how to interact. Sign representationsSome childre ns cognitive development is the reason why they find it hard to trounce and communicate. At first, babies learn about language through seeing the object that the adult is talking about at the same time as hearing the word. For example, an adult may point to a cat and say cat. The child than remembers the word and so eventually does not need the cat to be around to know what the word means. For some children, sounds alone are not enough and they need to have their language back up by signs. A common sigh system is Makaton. It helps children link the word to an action or object and so is easier for them to project. Makaton is not a language in itself but a tool to help language. It is important not to confuse Makaton with British sigh language, which is not used for the same purpose. British sign languageBritish sign language is an alternative pretend of communication. It is a comp allowe language and is used instead of speech. Users if sign language do not have learning difficul ties. Most users have substantial hearing loss and so need a different way of communicating.Music can be an incredibly effective therapeutic and educational medium for young children and individuals with special needs. Singing can stimulate ontogeny in many areas of a childs development and in several areas simultaneously. By singing with children, we may help stimulate language and communication skills, aid interaction, assist in learning academic concepts, encourage self expression, increase self esteem, help him relax, and help establish routines.How to adopt barriers in communicationA child might not be able to hear instructions or what other children are axiom Write down instructions or show pictures to help children find out what is happening. Encourage other children to face the child so that it is easier for them to hear. Use pictures or signs to help children to communicate with each other. Plan games in which action is more important than hearing or talk.Useful s trategiesTry to speak in clear, short, simple sentences simplify instructions support speech with visual prompts, signs or gestures use pictures/symbols to aid understanding ensure prompt referral to a speech and language therapist, or the provision of specialiser speech and language encumbrance within the educational setting encourage regular, constant reinforcement of skills introduced at speech and language sessions.Strategies for or those with language impairment/delayIt helps to use simple sentences and instructions, reinforcing key words ask a child to make known you in their own words what they have been asked to do reinforce learning by repeating answers (from the child or others) encourage good auditory modality encouraging the child to (learn to) read use visual timetables/prompts gestures, signing eg Makaton or written instructions to reinforce the spoken word provide visual clues, dont just talk about a cylinder, let them see it, feel it, puzzle out with it, find di fferent cylinders teach word association skills teach the nuances of language, meanings of jokes, idioms, body language, facial expressions etc make use of books, share play, drama, singing, social stories to explain social situations and develop social skills and understanding play games that encourage listening and/or social skills plan the careful use of computers and ICT to facilitate learning.Types of disordersSpeech disordersSpeech disorders involve difficulties producing speech sounds or problems with voice select. They might be characterised by an interruption in the flow or rhythm of speech, such as stuttering (which is called dysfluency). Speech disorders include problems with articulation (the way sounds are formed), or phonological disorders, or difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. Experiencing fuss with some speech sounds may be a symptom of a delay, or of a hearing impairment. It can be difficul t to understand what someone with a speech disorder is trying to say. speech communication disordersLanguage disorder is an impairment in the ability to understand and/or use words in context, both verbally and non-verbally. Characteristics of language disorders include improper use of words and their meanings, problems with sentence structure, inappropriate grammatical patterns, reduced phrase and inability to express ideas, or follow directions. One or a combination of these may occur in children who are affected by language-learning disabilities (such as dyslexia) or developmental language delay. Children may hear or see a word, but not be able to understand its meaning. Often, being unable to communicate frustrates them. The effects of language difficulties vary from daft and transient, perhaps requiring some short-term specialist intervention, to severe and long-term, requiring continual specialist input. Some children have specific language problems others have additional d ifficulties such as hearing impairments.