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Developing Provision For Children With Speech, Language And Communication Needs; The Role Of Key Stage 1 Classrooms

Vivash, Joanna (2016) Developing Provision For Children With Speech, Language And Communication Needs; The Role Of Key Stage 1 Classrooms. In: Papers from the Education Doctoral Research Conference 2015. University of Birmingham, Birmingham, pp. 131-136. ISBN 9780704428621

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Speech, language and communication needs (SLCN) are thought to have a negative influence on a child’s subsequent development and educational attainment and SLCN is the most prevalent primary educational need for children with Special Educational Needs (SEN) in primary schools. As part of a wider investigation into provision for children with SLCN, 12 observations of Key Stage 1 (KS1) classrooms were completed to explore the language environment. The results highlighted that many classrooms had the structural features conducive to an oral language rich environment, however, the opportunities to practice language skills through interactions with adults and peers did not appear to be as well embedded. A number of elements are highlighted which consider those things that may need to be in place such that teachers are supported in developing provision for children with SLCN, as well as to enhance the language development opportunities for all children.

Type of Work:Book Section
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Date:March 2016
Subjects:L Education > LB Theory and practice of education
Related URLs:
Copyright Status:Copyright in individual papers is owned by the respective author(s) and no paper may be reproduced wholly or in part (except as otherwise permitted under the Copyright, Designs and Patents Act 1988 as subsequently revised) without the express permission in writing of the author(s). Enquiries concerning reproduction outside these terms should be sent in the first instance to the School of Education, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
Copyright Holders:The author
ID Code:2152

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