Nvq Level 3. 4.2
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- Date Submitted: 09/06/2016 10:42 AM
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4.2. Explain how multi agency teams work together to support speech, language and communication.
Multi agency teams bring together practitioners from different professional sectors joining integrated support for children with speech, language and communication problems.
During a child's early years (prior to school) a health visitor/ doctor/clinic should be aware and able to detect any signs of speech, language or communication issues. It would be at this point a referral would be made to a speech and language therapist (S.A.L.T) and a learning plan would begin.
If the child has been diagnosed prior to starting school the special educational needs co-ordinator (S.E.N.C.O) would have been informed and will have liaised with the classroom teacher to have interventions put in place. The paperwork would be ready to begin organising what multi agency support that child may require.
External agencies include: speech and language therapists; school support workers; autism advisory teachers; and educational psychologists.
Through the mediation of the multi agency professionals an individual learning plan (ILP) will be constructed and the agencies will liaise and ascertain the best way to support and progress the child.
If a child has not been detected as having problems prior to school age it will be the class teacher or support staff who will flag their concerns to the school S.E.N.C.O staff who will then process the required referral.
Children with speech, language and communication problems may often be closely supported by a T.A. During school hours they may be taken out of the classroom environment to work in small groups or 1:1 with an external specialist, or member of the school support team. The T.A. should always be advised of what the targets and expectations to be met are.
S.E.N.C.O will regularly collate the evidence of progression or regression from all who work alongside the child. Meetings to ensure the ILP is correctly...
Multi agency teams bring together practitioners from different professional sectors joining integrated support for children with speech, language and communication problems.
During a child's early years (prior to school) a health visitor/ doctor/clinic should be aware and able to detect any signs of speech, language or communication issues. It would be at this point a referral would be made to a speech and language therapist (S.A.L.T) and a learning plan would begin.
If the child has been diagnosed prior to starting school the special educational needs co-ordinator (S.E.N.C.O) would have been informed and will have liaised with the classroom teacher to have interventions put in place. The paperwork would be ready to begin organising what multi agency support that child may require.
External agencies include: speech and language therapists; school support workers; autism advisory teachers; and educational psychologists.
Through the mediation of the multi agency professionals an individual learning plan (ILP) will be constructed and the agencies will liaise and ascertain the best way to support and progress the child.
If a child has not been detected as having problems prior to school age it will be the class teacher or support staff who will flag their concerns to the school S.E.N.C.O staff who will then process the required referral.
Children with speech, language and communication problems may often be closely supported by a T.A. During school hours they may be taken out of the classroom environment to work in small groups or 1:1 with an external specialist, or member of the school support team. The T.A. should always be advised of what the targets and expectations to be met are.
S.E.N.C.O will regularly collate the evidence of progression or regression from all who work alongside the child. Meetings to ensure the ILP is correctly...