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Hampton Dene Primary School

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LCC Leaflet

The Language and Communication Centre

The Language and Communication Centre within Hampton Dene School offers the opportunity for children who have a diagnosis of autism or severe speech, language and communication difficulties, to achieve the very best that they can, in an environment suited to their individual needs. To attend a class in the LCC a child needs to have both an EHCP (Educational Health and Care Plan) and fit the criteria of entry.  Children within the LCC are also able to access their ‘mainstream’ classes when it is appropriate.

The Centre consists of four ‘groups’, these are Red, Green (KS 1 & KS 2) for children with severe speech, language and communication difficulties, and Yellow & Blue (KS 1 & KS2 for children who have a diagnosis of autism).

 

Children in the LCC have:

Severe speech, language and communication difficulties or significant speech and language delay as the primary difficulty  of communication rather than secondary to sensory or physical impairment, general learning difficulty, emotional/behavioural difficulty or language delay caused by environmental deprivation.

  • There should be no primary hearing difficulties.
  • Disorders should be evident in both languages for bilingual children.
  • Self- help/care skills should be age appropriate.

Children with severe speech, language and communication difficulties can experience problems in any one or a combination of the areas below.

 

Speech Sound Disorders

These difficulties are likely to be long term and adversely affect the development of receptive and expressive language and negatively impact on social interaction, relationships and academic skills.

Features of speech sound disorders can be as follows:

  • Phonology delay/disorder (discriminating and using speech sounds contrastively) delay to normal developmental substitutions which are taking significantly longer than expected to resolve. Disorder refers to atypical substitutions and omissions.
  • Dyspraxia (co-ordinating at will the complex sequence of sounds used in speech.)
  • Articulation difficulties  (problems in moving the articulators i.e. tongue, soft palate, jaws, teeth, lips to produce speech sounds.) Children with problems solely with articulation would not require specialist LCC provision. Children admitted to the LCC would therefore have articulation difficulties in conjunction with other difficulties in language development.

Expressive Language Difficulties

Difficulties in formulating and expressing ideas through words and sentences using grammatical and semantic (meaning) rules of language. The child may have difficulties with:

Features of expressive language difficulties can be as follows:

  • Content/meaning of language limited vocabulary, difficulties expressing abstract concepts, categorisation problems.
  • Form of Language word forms (plurals, tenses, pronouns) and grammar (word order, structuring sentences).

Receptive Language Difficulties

Difficulties in understanding spoken information and instructions. Specifically the child will have difficulties in understanding any one or combination of the following:

Features of receptive language difficulties can be as follows:

  • Vocabulary/concepts, the grammar/sentence structure, implied/inferred information.
  • Auditory memory problems are often apparent as well.

Social interaction difficulties - pragmatic language impairment, co-occurring with one of the other difficulties in this list.

 These difficulties can occur as part or an autistic spectrum disorder/autism, difficulties with social cognition, specific language impairment, a language delay/disorder. Social interaction difficulties occurring on their own with no language delay would not require specialist LCC provision, and so would need to occur in conjunction with other language/speech difficulties.

 

 

Features of social interaction difficulties       can be as follows:

  • Inappropriate initiation of conversation so can make tangential inappropriate remarks.
  • Stereotyped language.
  • Difficulty in understanding and using the context of spoken language, so for example, can be over literal, miss the point of jokes, only take in one or two words of a sentence, so misinterprets what has been said.
  • Difficulties with understanding and using nonverbal communication.
  • Will often ‘miss the wood for the trees’ with verbal and visual information ie undue attention to minor detail without taking in the whole.

 

 

*Written by Wye Valley Trust Speech and Language Therapy Department

Speech Therapy

Speech therapy is delivered by members of the SAL T team (Speech and Language Therapy) provided by Herefordshire NHS Trust.  Mrs Warburton and Mrs Dooner work with children in Red and Green groups. Mrs Gwynne works with children in Yellow and Blue groups.

 

Assessment

For children who work within ‘National Curriculum’ level we assess children against descriptors used in mainstream.  For children who are working below those levels, we use ‘P levels’.  P levels are a nationally agreed system for assessing children who are working below the level of a year 1 child (no matter the chronological age of the child).  Hampton Dene uses the commercial package ‘B squared’ that breaks down the P levels in to smaller steps, allowing us to demonstrate those smaller steps of progress that pupils make.

 

Link:

https://www.gov.uk/government/publications/p-scales-attainment-targets-for-pupils-with-sen

Some useful links:

Afasic                 http://www.afasic.org.uk

Talking Point      http://talkingpoint.org.uk  (which is an ican website)

ican website       http://ican.org.uk

Dyspraxia          www.dyspraxiafoundation.org.uk

SENDIAS           www.herefordshire.gov.uk/education-and-learning/special-education-needs/sendiass

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