Language for Learning in the Secondary School employs the same easy-to-use format as the best-selling Primary version of this book but has been adapted to meet the specific needs of secondary school teachers. This indispensable resource is packed full of practical suggestions on how to support students with speech, language and communication difficulties.
Colour coded throughout for easy referencing, this unique book supports inclusive practice by helping you to:
Identify students with speech, language and communication needs
Understand how language is processed
Consider roles and responsibilities at secondary level
Plan a differentiated curriculum
Consider the language demands across the subjects
Adopt a whole school approach
Make use of a wide range of positive strategies
Empower students to access the curriculum.
Language for Learning in the Secondary School comes complete with a wealth of photocopiable resources and activities, giving teachers and teaching assistants the confidence to help students with speech, language and communication needs more effectively in mainstream settings. It will also be an extremely useful resource for specialist teachers, speech and language therapists and educational psychologists.
Reihe
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Academic, Professional, Professional Practice & Development, and Undergraduate
Maße
Höhe: 297 mm
Breite: 210 mm
Gewicht
ISBN-13
978-1-138-43743-2 (9781138437432)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Sue Hayden is a speech, language and communication needs trainer with over 30 years' specialist teaching experience both in primary and secondary schools.
Emma Jordan is a specialist speech and language therapist for the Speech & Language Therapy Service within Worcestershire NHS Children's Services.
Both authors provide training for practitioners working with children and young people of all ages with speech, language and communication needs and manage the 'Language for Learning' project based in Worcestershire.
Autor*in
Language for Learning, UK
Worcestershire Primary Care Trust, UK
1. Introduction
Key to Symbols
Levels of Support
Making Practical Use of this book
2. Speech, Language and Communication Skills
The Language for Learning Model of Speech, Language & Communication Skills
Receptive and Expressive Language
Thinking Skills
3. Identifying Speech, Language and Communication Needs
Speech, Language and Communication Needs
How many young people experience SLCN?
Indicators of SLCN
Types of SLCN
Impact of SLCN
Social, Emotional and Behavioural Difficulties
Identifying SLCN
4. A Whole School Approach
Roles and Responsibilities
SENCO
Parents
Students
Heads of Year
Heads of Department
Teacher
Teaching Assistants
Lunch Time Supervisors
Administration Staff
SEN Governors
Language Friendly Environment Tools
Consistency Across the School
Adapting Resources
Developing Independence
Working Within Your Department
Record of Support
5. Strategies for use Across the Curriculum
Introducing Strategies and Resources
Attention and Listening
Understanding the Meaning of Words
Structure and Rules
Social Communication Skills
Memory Skills
Speech
Thinking Skills
Glossary
References
Appendix 1: Suppliers of the Commercially Available Material
Appendix 2: Language for Learning in the Secondary School Training
