The following words and phrases are used throughout the SLCF. We have provided definitions here to help you understand their meaning.
Speech, language and communication needs
We use the term ‘speech, language and communication needs’ (SLCN) in relation to children and young people who have difficulty with some aspects of communicating. This difficulty may be minor and temporary, or more complex and long term. The term ‘needs’ refers both to the child’s or young person’s needs and to what society can do to support them, by looking at the child and the environments in which they play, learn, communicate and live.
Disordered speech, language and communication
Disordered speech, language or communication does not follow the typical pattern of development. All areas may be affected, or there can be one area of language which has been more severely affected than the others. Children and young people with speech, language or communication disorders need specialist help to support their speech, language and communication development.
Delayed speech, language and communication
A child or young person follows the typical pattern for developing speech and language but at a slower rate. This might be in one or more areas of speech, language or communication. The child or young person continues to learn skills, but at a slower rate.
a description of the skills and knowledge that everyone in the children’s workforce should have or aim for. Depending on where you work and your role within the children’s workforce these range of skills and knowledge vary in depth and detail.
The basic skills and knowledge that everyone working with children and young people should have. The universal stage sets out competences for allpractitioners who work with children and young people.
It is aimed at ensuring knowledge, understanding and application across all the strands of the framework. The competences at this stage have a great relevance for any practitioner likely to work with children and young people with additional speech, language and communication needs (SLCN) or who have a key role in developing the speech, language and communication needs of children and young people.
The competences at this stage are relevant for any practitioner whose work significantly relates to children and young people with SLCN and who have a key role in identification, assessment and supporting other practitioners in their work.
The specialised learning around speech, language and communication needs required by someone working or studying at a postgraduate level.
The indicators alongside each competence are there to provide a little more guidance to help you decide if you do, or could, put the competence into practice.
Visual and kinaesthetic
Visual strategies make sure children and young people have opportunities to learn through looking. Kinaesthetic strategies use movement and touch to support learning.
Alternative and augmentative communication (AAC) strategies
AAC refers to the different ways (other than speech) that people use to communicate with each other. This could include signs, symbols or technology such as an electronic communication device, for example.
Receptive language skills include attention, listening, and understanding language.
Expressive language skills can be described as ‘talking’ – putting sounds, words and sentences together to share information, ideas and wishes.
This describes skills relating to thinking or combining information – for example, perception (seeing, hearing), attention, memory and reasoning.
Children or young people of the same age or in the same groups.
Information that has been changed or adapted in some way so that it can be understood more easily (for example, using simpler vocabulary or pictures to explain complicated information).
Taking into account all elements of development to get a rounded picture of a child or young person (for example, looking at learning, language, physical development, play)
Specific programmes of work designed to help children or young people improve in a particular area of their development where they are having difficulties. These may be designed specifically for individuals or be aimed at groups
Information that is easy to understand.