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SLC: Provision and Intervention

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oap-provision

Provision

  • Learning is planned to be accessible and engaging. The language and experiences involved can be broken down into small, manageable, and logical steps. The differentiation of tasks can be supported using task planners and the use of targeted questions.
  • Use of additional adults is planned to maximise their impact on learning, bearing in mind the need to promote independence where possible.
  • Use word webs, concept and topic webs and word families to illustrate new or key vocabulary.
  • In early years, staff plan open-ended activities based on their observations of the children and young person (CYP)'s motivators, interests, and skills.
  • Staff use age or developmentally-appropriate methods of communication, to ensure that the CYP has understood what is being communicated to them.
  • Appropriate visual resources, communication aids, signs and gestures are used to reinforce spoken language.
  • The CYP is given time to process information before being invited to respond in a communication style that is accessible to them.
  • There are language and vocabulary learning opportunities built into lessons, which are reinforced and revisited.
  • Strategies to support language needs are embedded in classroom practice. (See below)
  • Learning is carefully adapted, considering individual CYP’s previously acquired knowledge, skills, and experiences. Flexible and personalised approaches to learning are used effectively.
  • Multi-sensory teaching approaches (auditory, visual, kinaesthetic) are used. CYP are given opportunities to explore and engage in play and learning activities.

Intervention

An intervention is a teaching approach with specific set of outcomes aimed at supporting children and young people with SEN. Interventions for children with SLCN include:

  • Intensive Interactions [Size: 71 KB, File: PDF].
  • The commenting approaches.
  • The modelling approaches.
  • Sustained Shared Thinking.
  • Identiplay.
  • Objects of reference.
  • First and then boards.
  • Calm box [Size: 150 KB, File: PDF].
  • Talking boxes.
  • Play circles sessions.
  • SALT-led interventions.
  • Colourful Semantics.
  • Shape Coding.
  • Word Aware.
  • Narrative Training.
  • Language for Thinking.
  • Barrier Games [Size: 70 KB, File: PDF].
  • Social Stories or Comic Strip Conversations.

Glossary

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Glossary page