'Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging.' Early Childhood Forum (2003)
Difficulties with communication for individual children are often cited as a major challenge when establishing inclusive practice. The term 'speech and language difficulty' covers a wide range of communication 'problems' some children may face. Speech and/or language difficulties may be the result of a number of emotional or developmental setbacks, including impairments, but the extent to which they become 'disabling' in the longer term often depends on the kind of intervention and support that is offered to the child and their family in the beginning.
If you suspect that a child is experiencing an emergent speech and language difficulty, talk to the parent first before seeking advice and information about the child from other relevant professionals. Remember that there are other reasons why a child may not be communicating effectively through speech. Children for whom English is not their home language, for example, sometimes go though an extended 'quiet' period when assimilating a new language before coming out with fully formed sentences.
Speech and language therapists can see children as soon as a problem is suspected, and babies and toddlers are not too young for a communication skills assessment. Details of speech and language therapy services can be obtained from local NHS trusts.
Spoken language is only one of a range of methods that we employ to communicate our thoughts, feelings, information and ideas. So, when faced with a child who has difficulty in communicating verbally, we need to remember that we are already 'experts' in interpreting and receiving children's non-verbal messages.
Observing children is as important as listening to what they say - much of what young children say would not make sense without observation.
Listening to children effectively, particularly if their needs are complex, may involve learning new communication techniques, but more often than not it is also a question of acknowledging and 'fine tuning' the skills that we already use every day.
FURTHER INFORMATION
- www.standards.dfes.gov.uk/primary/publications/inclusion/pr_idp_eyfs_0021508.pdf
- www.standards.dfes.gov.uk/primary/publications/foundation_stage/eal_eyfs/
