Memorandum submitted by I CAN
1. EXECUTIVE
SUMMARY
1.1 I CAN, the children's communication
charity, welcomes the opportunity to feed into the Committee's
inquiry into Behaviour and Discipline. Our evidence demonstrates
the strong link between emotional and behavioural difficulties
and poor communication skills. From our experience however, Speech,
Language and Communication Needs (SLCN) often go undetected in
children and young people with behavioural difficulties, resulting
in further social exclusion. I CAN believes that more needs to
be done to ensure early identification of SLCN as well as positive
intervention for these vulnerable children. In this submission
we have used our experience to highlight the following areas:
The strong correlation between children
who have emotional and behavioural difficulties and children who
have SLCN.
The need to ensure that SLCN does not
go undetected in children with behavioural difficulties.
The key role that identifying and addressing
communication needs can play in supporting positive behaviour.
The need for tools to aid in the identification
of SLCN in both mainstream and specialist settings.
To ensure the provision of specialist
help including clear methods for referral to a specialist provider.
2. ABOUT I CAN
2.1 I CAN is the children's communication
charity. We work to develop speech, language and communication
skills for all children, with a particular focus on children who
have Speech, Language and Communication Needs (SLCN). I CAN works
to ensure all people who have a responsibility to children, from
parents and teachers to policy makers, understand the importance
of good communication skills. We do this through:
Direct service provision through two
schools for children with severe and complex speech, language
and communication needs (SLCN), and a network of early years centres.
Consultancy and outreach services through
I CAN's Early Talk and Primary Talk programmes, and our Communication
Skills Centres.
Information, training, support and online
resources for children, families and professionals.
Raising awareness through campaigns such
as Make Chatter Matter.
2.2 I CAN uses its expertise from working
directly with children with SLCN to develop information packages,
training and programmes to develop the communication skills of
all children and young people. I CAN is delighted that the issue
of children's speech, language and communication has risen up
the political agenda significantly over the last few years. Our
Make Chatter Matter campaign has engaged support from a
range of Parliamentarians from all sides of the political divide
and has spearheaded a shift in Government priority for the issue.
Make Chatter Matter has been underpinned by I CAN's "Cost
to the Nation"[37]
report which set out the evidence base for the scale of the issue.
3. BACKGROUND
TO SPEECH,
LANGUAGE AND
COMMUNICATION NEEDS
(SLCN)
3.1 I CAN believes that the best way to
support positive behaviour is to identify and address the underlying
communication difficulties that very many pupils with special
educational needs have.
3.2 Speech language and communication skills
are the basis for other key life skills: learning, literacy, positive
relationships and regulation of behaviour and emotions.[38]
Speaking and listening skills underpin pupil outcomes; young people
with good communication skills have a wider range of life chances.[39]
3.3 In some parts of the UKparticularly
areas of social disadvantage, upwards of 50% of children are starting
school with SLCN.[40]
Many have poor language skills which are inadequate for the start
of formal learning, but with the right support may catch up with
their peers. However, some of these children have more complex
or persistent SLCN. Based on information from prevalence studies[41],
[42]
and from schools census data,[43]
we can estimate that all together this may be around 10%[44]
of all children and young people.
3.4 Those with unaddressed, speech language
and communication needs are at risk of problems with literacy,
numeracy and learning.[45]
They are less likely to leave school with qualifications[46]
or job prospects and are in danger of becoming NEET (Not in Employment,
Education or Training at 16-18), as are young people who have
spent time in alternative provision.[47]
SLCN can also lead to difficulties with social relationships and
behaviour. Speech, language and communication needs are strongly
associated with mental health problems as well as other social
emotional and behavioural difficulties.[48]
We also know that children excluded from school are likely to
have special educational needs, including a high incidence of
communication difficulties.[49]
People with speech and language needs are significantly over-represented
in the young offender and prison populations.[50]
In addition to this, limited language skills make it difficult
for young people to access support or understand interventions.[51]
4. THE RELATIONSHIP
BETWEEN SPEECH,
LANGUAGE AND
COMMUNICATION NEEDS
AND BEHAVIOURAL
DIFFICULTIES
4.1 I CAN is concerned by the evidence that
young people with social emotional and behavioural difficulties
[52]
are at risk of undetected communication problems.[53]
4.2 There is evidence of a high incidence
of communication difficulty (often unidentified) in those who
are young offenders[54],
[55]
looked after children[56]
and those who have conduct disorder[57]
as well as other social emotional and behavioural difficulties.[58]
It is estimated that between 60%-90% of these vulnerable young
people have undetected communication difficulties. We also know
that children excluded from school are likely to have special
educational needs, including a high incidence of communication
difficulties.[59]
Again, poor language skills make it difficult for young people
to access support or understand interventions.
4.3 I CAN believes there is a clear link
between poor behaviour and poor communication skills. A recent
study from the University of Sheffield concluded that "for
a high proportion of secondary age pupils at risk of permanent
school exclusion, language difficulties are a factor in their
behaviour problems and school exclusion."[60]
4.4 We believe that the key is to identify
accurately the underlying difficulties that give rise to poor
behaviour so that positive and developmental strategies can be
put in place in advance.
4.5 We also know that these underlying language
difficulties often go undiagnosed.
5. NEXT STEPS
5.1 In our view there are a number of actions
that should be taken to address this which I CAN is able to help
deliver:
Tools to help staff identify and assess
speech language and communication needs (SLCN) in both special
and mainstream settings to help identify areas for development.
Clear triggers for referral for specialist
help with SLCN.
The provision of that specialist help.
Advice on how speech and language therapists
forming part of the multi disciplinary team that works effectively
with children and young people.
Workforce development with particular
focus on the links between behaviour, emotional and social difficulties
(BESD) and SLCN, stressing the connection between language and
social exclusion.
5.2 In both of our own special schools for
children and young people with complex SLCN (Dawn House School
in Nottinghamshire age range 6-19 and Meath School in Surrey for
primary age children), there is exemplary practice in how to support
positive behaviour. This includes:
In the classroom, helping the learners
identify and express their barriers to learning so that their
needs are met rather than them "behaving badly". This
is done through thorough assessment, skilled teaching and a multi
disciplinary approach of teachers and speech and language therapists
working together.
In the school more widely through a language
enriching environment, active student councils and outstanding
care and guidance in time outside lessons.
Working with parents so that strategies
used to manage behaviour at school are understood and consistently
applied at home.
September 2010
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