Meeting the Needs of Pupils with Delayed Language Skills Within the Mainstream Classroom

About this module:

In this module we will consider how delayed language can impact on pupil learning and emotional well-being. We will consider how we can identify pupils with delayed speech and language skills, key barriers to learning and how teachers and other classroom practitioners can adapt their practice to ensure their classroom is ‘language friendly’.

The sessions will include a range of practical strategies that can be adopted across the curriculum and with different Key Stages to promote learning and inclusion.

You will be invited to reflect and refine your own practice both between and beyond the two sessions.

The module is appropriate for teachers and classroom practitioners within mainstream education at all phases.

Session One: Identification and implication within the classroom and beyond will explore:

• What information we can use to identify pupils with a language delay (diagnosed or not).
• The barriers that children with delayed language face within the mainstream classroom.
• The short and long-term impact of delayed language, including links to literacy development and higher order thinking skills.
• How recent advances in the understanding of how children learn can support learners with delayed language.

Session Two: Practical strategies for support within the classroom will explore:

• Examples of good practice from a range of settings, curriculum areas and phases.
• Developing a language friendly classroom – a teacher toolkit for immediate use.
• Teacher/practitioner talk and support for talk within the classroom.

• Key indicators of pupils with delayed language skills.
• Understand the implications of delayed language on learning and progress.
• Understand the links between delayed language, social interaction and emotional well-being.
• Practical strategies that you can adopt within the classroom.
• Suggestions for improving your own practice.