Alternative and Augmentative Communication (AAC)
When someone uses a different means of communication to support their understanding and or spoken language, e.g. signing, pictures
the ability to recognise and distinguish similarities and differences between speech sounds.
the ability to process and retain heard information for long enough to act on it (sometimes called Short-term auditory memory).
British Sign Language (BSL)
BSL is a visual language system which has its own grammar. It’s a language in its own right
Communication Rich Environment
A communication rich environment uses lots of different strategies to make communication as easy, effective and enjoyable as possible. It should provide opportunities for everyone to talk, listen, understand and take part, in whatever way they are able to.
Developmental Language Disorder (DLD)
When a child has a language disorder that is not associated with a known condition such as autism spectrum disorder. This cannot be diagnosed until the child is over 5 years of age
Muscle weakness which affects someone’s ability to make accurate speech sounds. Speech can sound slurred.
Difficulty producing fluent speech, Speech might include sound and word repetitions, and or facial grimaces (also referred to as stammer/stutter).
A motor speech disorder which makes it difficult to plan and use speech sounds. Speech may include the inconsistent use of sounds.
Repetition of another’s speech sounds or language in a non-meaningful way.
When the middle part of the ear fills up with fluid. This can cause temporary hearing loss. It is also referred to as otitis media or conductive hearing loss
A feature of speech when Speech sounds are affected by too much air flow down the nose.
Individual Education Plan (IEP)
Specific targets or strategies put in place by a school or preschool setting to aid a child’s access to the curriculum.
Information Carrying Words (ICW)
The number of key words that must be understood for the overall meaning of a spoken or signed utterance to be carried out e.g. “Show me the teddy's nose” = 2ICW (also known as key words).
the rhythm of how we speak.
language development that is following a normal pattern, but of a younger child. Development occurs at a slower rate.
language development that follows an irregular pattern.
repeating the child’s sentence/ sign and thus providing an example of accurate words and phrases, to hear without the expectation for them to repeat.
The ways we communicate that don’t use speech e.g the way you listen, gesture, look, move, and react
The patterns of sounds in a language and how they are used
The awareness of sounds within spoken words, this includes identifying syllables, rhymes and individual sounds
Picture Exchange Communication System (PECS)
An alternative/augmentative communication system developed in the USA. The primary aim of PECS is to teach functional communication, by someone exchanging pictures to initiate communication
The rules about how we use language in social situations, including the use of eye contact, turn taking, initiation of conversation, and maintaining a topic of conversation.
Skills that develop before language and are needed for communication development e.g. eye contact, turn taking, pretend play.
When a child chooses not to speak in certain situations or to certain people although they have the ability to do so.
Difficulties with conversational interaction, such as initiating appropriate topics of conversation, and understanding non-literal meanings e.g. “It’s raining cats and dogs”.
Special Educational Needs Co-ordinator (SENCo)
a teacher or early years staff member who coordinates the provision for children with special educational needs or disabilities in their setting.
Speech and Language Therapist (SLT)
A qualified healthcare professional with graduate level training and registered to practice with the Health and Care Professions Council
When a child’s speech develops following a normal pattern, but at a slower rate, than expected.
When a child’s speech develops following an unusual pattern.
Transfer of Care
When the responsibility for a specific aspect of a child's care is transferred from one professional to another, for example from a Speech and Language Therapist to a Special Educational Needs Co-ordinator (SENCo)
Being able to make sense of what is said, signed or written (also referred to as Comprehension or Receptive Language).
the use of pictures and/or objects to represent different parts of a school day or child's daily routine.
Word Finding Difficulties