Had a bit of a row with SALT

[baileyj]

Max's SALT has just called me, having done her half termly assessment of Max. She "monitors" him and provides guidance.

 

I raised my usual argument, in that though his speech and understanding is improving, he still talks alot of gobbledy gook. He can label anything, and now understand most instructions, he's just scored age 4 & 5 months on his SALT tests. He is 5 and 3 months in age. But....he never really iniates real conversation. He asks for things, and answers questions, but if he wants to speak to us, it will be a learnt phrase like "Donald and Douglas raced down the track".

 

I said to the SALT, no-one gives us and Max speach therapy at home for real life. Its all based around school and the curriculum. Hes in school 6 hours a day, 5 days a week, what about real life, no-one helps with that as far as speach goes.

 

She said "you can ring me any time", yeh right, she's never there.

 

I feel really frustrated, there must be more they can do rather than just monitor?

 

Any advise any one?

 

I am even thinking about looking into private speech therapy, does anyone have any advise on that?

 

Jo

[mossgrove]

Speech and Language Therapy is wider than simply making sure that a child can form their words correctly.

 

In our area SALT organise social communication groups where a group of children attend for one hour a week for 6 weeks so they can learn to communicate appropriately as opposed to simply learning to speak. Hopefully there will be siilar provision in your area.

 

 

Simon

[Jill]

<'>

 

I know it's different in different areas, (which makes me so ) but The Boy's SALT does far more than just monitor. She has weekly sessions with him of about an hour a time. She does "box" work and encourages him to do puzzles (talking to him in simple ways all the time) sometimes she mirrors what he is doing to encourage interaction, she works with him to help him with labelling etc etc

 

There's lots of stuff I don't see cos all this happens whilst he is at nursery, but I know what she's doing must be good because he was exactly the same - never initiated any communication at all - but now he regularly initiates (not necessarily talking, cos he still says little, but will now come and take our hand and take us to what he wants.)

 

The Boy is 4 so he's a similar age to your lad.

[helenl53]

This is very frustrating as S&L covers communication and social use of language - not just abilty to parrot words.

 

Perhaps you need to ask for your childs receptive and communicative ability to be checked.

 

My boy, although 10 and possessing an absolutely astonishing vocab - has a receptive language ability of a 6 year old. The older he gets, the more difficult it becomes.

 

There are all sorts of areas that need to be explored - semantics, pragmatics and higher order language difficulties and I think you need to ask for the whole battery of tests to establish where the needs are and where provision needs to be.

 

If you ask for the whole lot and they say it is not necessary, you can then ask why not - and ask them to put it in writing.

 

SLT101 - please don't jump on anyone - but my own opinion is that S&L therapy is one of the most important interventions for our kids - but it has to be directed, dedicated and comprehensive!

 

Hope this helps

 

HelenL

[clintess]

hiya,sorry to hear your having a rough time.My salt is very good my ds is 6 and aged 3.05 yrs on the scales.i did ask him to be refered back to hosp although he was being seen and still is within school they done furthr block of 6 one to one sessions with him.It isnt just about speech which my ds sint very clear on but also the language side in which they use mirrors etc for him to learn peoples emotione etc.your the salt and ask for him to be refered back to the for another assesment to see if he needs it outside school as well.

good luck and hope all goes well.

[baileyj]

This is very frustrating as S&L covers communication and social use of language - not just abilty to parrot words.

 

Perhaps you need to ask for your childs receptive and communicative ability to be checked.

 

My boy, although 10 and possessing an absolutely astonishing vocab - has a receptive language ability of a 6 year old. The older he gets, the more difficult it becomes.

 

There are all sorts of areas that need to be explored - semantics, pragmatics and higher order language difficulties and I think you need to ask for the whole battery of tests to establish where the needs are and where provision needs to be.

 

If you ask for the whole lot and they say it is not necessary, you can then ask why not - and ask them to put it in writing.

 

SLT101 - please don't jump on anyone - but my own opinion is that S&L therapy is one of the most important interventions for our kids - but it has to be directed, dedicated and comprehensive!

 

Hope this helps

 

HelenL

 

Helen, who do I ask to do this?

 

Jo

[slt101]

SLT101 - please don't jump on anyone - but my own opinion is that S&L therapy is one of the most important interventions for our kids - but it has to be directed, dedicated and comprehensive!

 

Helen you have me painted as some kind of mischievous contributor! But before I contribute to this discussion can you expand on your last comment "it has to be directed, dedicated and comprehensive"

 

Thanks.

[helenl53]

Hi SLT

 

Directed to the individual child - not just a generic group

Dedicated to the particular difficulty (not a cobble together of worksheets)

Comprehensive - not just dealing with one difficulty

 

If we have difficulty with these words - just think how difficult for our kids

 

SLT - I wasn't having a pop at you, but I know you are quite rightly, very protective of your profession and I was actually being very complimentary about the importance of S&LT.

 

HelenL

[slt101]

Hi SLT

 

Directed to the individual child - not just a generic group

Dedicated to the particular difficulty (not a cobble together of worksheets)

Comprehensive - not just dealing with one difficulty

 

If we have difficulty with these words - just think how difficult for our kids

 

SLT - I wasn't having a pop at you, but I know you are quite rightly, very protective of your profession and I was actually being very complimentary about the importance of S&LT.

 

HelenL

 

Couldn't agree more with you Helen on this. I burnt my worksheets years ago! I am putting together a response right now about all the issues raised in this topic.

 

PS- Many thanks for your comments about SLT, it is nice to know that we are respected by families.

[slt101]

HelenL & Bailyj

 

Where should I start? Before I comment I do want to say that I am not defending all SLTs here but I wanted to add my comments on the issues addressed so far.

 

Home v?s school visits: this is tricky. As a therapist I am pulled by the demands of the school and the demands from the home. I have always offered parents the opportunity to come into school to observe so allowing time to chat and advise on how support can be continued into the home. I do offer the choice of home visits but this replaces the school visit, although over the summer holidays I like to visit all my ASD children at home.

 

Communication is far more than speech. I know that when most people talk about their child?s speech on the forum they are really talking about language. There have been many terms raised on the forum, receptive language/ expressive language/ semantics/ pragmatics/ language delay/ language disorder. It is no wonder that this can be extremely difficult to understand what all this means and what is the best way to help.

 

Now this may sound controversial but more therapy does not always mean communication will develop any faster. We are always guided by the child. I have argued with some parents who believe that if I had visited their child once a week their communication would have developed much faster. Only children who are experiencing a specific language impairment need that level of intensive support in reinforcing individual components of language.

 

Now, many of you here know how I feel about a private SLT who produces very detailed reports giving very specific activities that need to be completed. Parents like these reports because it lists everything. BUT I have a number of issues with this list of recommendations. Language is a social response. Why compartmentalise it into a list of very specific actions. Why study prepositions, adjectives, colours etc and work with worksheets, which are usually old/dated and inappropriate. Then expect it to be used in everyday language! If communication is a social response then reinforce it as and when it is socially expected. Social language groups are a good start but equally you need to truly understand the Means, Reason and Opportunity Model to help language develop. Then you will be able to reinforce language in the appropriate social context and not as part of a false 1:1 with a TA/LSA.

 

I sometimes find Statements extremely overpowering, Child A WILL do 4 hours of a SLT programme even if they aren?t ready or willing on any specific day. I had a chat with a 1:2:1 after I recommended that she escorted the boy to a visit to the supermarket planned by the class- the horror on her face said that this would not be possible. ?We cannot miss our SLT time as the parent will lodge a formal complaint against the school- we HAVE to do our 1.5 hours of SLT programme time? What a crying shame, spend 1.5 hours of 1:2:1 or spend the time with his peers using this as an opportunity to reinforce the appropriate language linked with buying food at the supermarket. It seems that when you request a watertight programme you loose the social aspect which in my opinion is a far more important area to experience.

 

Tests: There are no standardised tests for expressive/receptive language for an ASD population. We have a battery of assessments that have been standardised on a NT population and these have been used in the past when working with children with ASD. These results are not reliable. Many people in the past used assessments as a way of helping write a programme of support. The results are not valid so this cannot be a valid way of writing programmes. Specific teaching of specific language areas is not appropriate for ASD children. You are taking language out of context, and then expecting the child to use those concepts appropriately.

 

Contacting your SLT: this must drive SLTs and parents equally crazy. Parents get agitated when they can?t immediately get hold of their SLT. SLTs get agitated when there is an expectation that they should be at their desk ready to take calls. I cannot speak for all SLTs but the reason I can?t take the call is because I am working in schools or on home visits. With over 155 children on my caseload it can be 3-4 days before I pick up my messages from the office.

 

Private SLT: if you feel that you want more therapy for your child then private SLT may be an option. If you want to find a private SLT then this is the website for The Association of Speech and Language Therapists in Independence Practice.

 

There is always another side to issues raised on the forum and I hope I have been able to add to the discussion

 

 

SLT101

[helenl53]

SLT - there are no standard tests that are appropriate for people with an ASD - this does beg the question - why not? - is there any work being done on developing tests that are specific to the ASD population?

 

I will agree it is very frustrating not to be able to contact a SLT - especially in our area - the last one left at Xmas and next door SLT Service is quoting 9 month waiting list for assessment.

 

Is it not time to consider a certificated practitioner who works under the supervision of a SLT to alleviate the lack of S&L T

 

Bit like legal execs and accounting technicians and nurse practiitoners - why not SLT practitioners

[baileyj]

SLT101,

 

Thank you for you reply it is very interesting and helpful.

 

I hope I haven't made it look like I am criticising our SALT because I am not, and I tried to say that to her yesterday, I said it was nothing personal and that we know her time and resource are limited, I just wanted to say how curriculum based Max's speech therapy is. I hope I didn't upset her.

 

Regarding the tests, I had suspected it was the case, that they are not necessarily ASD based. As Ive said Max can name pictures for England, it doesn't mean his communication is appropriate.

 

I guess its just a case of Max going at his own pace, and maybe he's never going to communicate as I'd like, maybe its just the way it is, and if someone told me that, I'd accept it. But they don't, they just say its part of the ASD and it will improve. I just want to make sure I am doing the best I can for him and getting as much help as he needs.

 

His communication has improved massively over the last 12 months, his receptive language (is that understanding whats being said to him?) is much better, in January last year he simply didn't understand what nursery were saying to him, but with patience, support and fantastic 1:1 who has years of ideas, he understands quite alot now. Also his speech is alot better, he uses more and more words now.

 

I suppose Maxs poor SALT felt really attacked yesterday, she rang me to say what a great morning they had had and how well Max was doing, and I just had a go about wanting more SALT.

 

She hands over to another SALT at the end of the school year. We had been told it was a SALT from CASBAT, but Max has been signed off CASBAT so now its a SALT from Max's current SALTS team instead. Very confusing. It will be more of the same, half termly visits monitoring and guidance. No actually therapy though is it?

 

Thanks for all your help all.

 

Jo

[BusyLizzie100]

This is a topic very close to my heart and I read SLT's posts with interest.

 

My son is in Y1 and has SALT written into his Statement. I had a phone conversation with the therapist last week who intimated that his need for SALT is getting less - omg his Review is two months away and I can't help she's preparing me for taking SALT out of the Statement!

 

This strikes fear into my heart, because although the recent standardised tests he sat show that he is 'age-appropriate', he still has huge difficulties in putting his speech and language into practice. The tests just don't take ASDs into account, as mentioned earlier.

 

So, on the basis of tests that are not appropriate for my son, he may well have vital SALT input taken away from him!

 

We NEED ASD-appropriate tests!!!!

Edited January 24, 2006 by BusyLizzie100

[slt101]

Hello Helenl, Jo & BusyLizzie100

 

Thank you for all your comments. I thought it would be useful to try and respond to some of the new issues raised.

 

Standardized Test: I am not sure how we go about gaining standardised testing for children with ASD children. Standardisation looks at forming a common core of development and then measure any deviance away from this ?core? . As you will be very aware there are no two ASD children the same and so gaining enough data to form standardised results would be an almost impossible task.

 

SLT Practitioner: We currently have SLT practitioners, they are called SLT Assistants or SLT Technical Instructors. They are invaluable!! I couldn?t do my job without mine. It is very difficult to keep assistants as the pay is embarrassingly low, many go off to be LSA/TA in schools, to do a very similar job but be paid 50% more. I do have 2 families that refuse having assistants as the parents believe they are not getting the service their children need and will only allow FULLY QUALIFIED SLT, they even had that very specific provision written into the Statement.

 

Staffing: I agree it must be frustrating when your therapist leaves and there isn?t a new therapist to immediately replace them. As you are probably aware there is a shortage of qualified SLT- plus it takes time to advertise and then interview and for the new therapist to work her notice on her previous job. It can take 3-4 months to have a new SLT in place. With recent changes in pay and conditions it will be much more difficult to recruit therapists as many senior therapists are having their pay frozen before it is cut, this protection is lost when you move jobs. It will get worse before it gets any better.

 

?No actual therapy is it??: I think you are still perceiving therapy as the 1:1, sit down and work through worksheets approach. During my visits I spend time observing in class, working with the child whilst in class and then spend the remainder of my time talking to the class based staff. I want to use my time to ensure that staff are giving the child as many communicative opportunities as possible, using the right strategies to reinforce appropriate language in context. Does that make sense? As mentioned in my earlier post, we need to reinforce language as and when the child needs it, in context, this cannot be achieved during 1:1 sessions.

 

Pragmatic Profile: this can be a useful tool. Non-standardised. Providing you with a profile of your childs pragmatic language skills, measuring the appropriateness of language. This profile can be used in the planning of future input.

 

I hope this extra piece information is helpful.

 

SLT 101

[illy]

Hi I know exactly where you are coming from, i think my son had 2 speech therapists, and neither of them listened, or didnt seem to want to either.

 

I would see how much it would be to get a private consultation, but think they talk rubbish

 

Good luck

 

Hugs illy

[slt101]

Hi I know exactly where you are coming from, i think my son had 2 speech therapists, and neither of them listened, or didnt seem to want to either.

 

In what way did they not listen to you?

[helenl53]

Hi SLT

 

Can you point me in the direction of the courses for the SLT assitant/support type person.

 

I would certainly be interested - if nothing else, I could help implement recommendations for my son.

 

We can not sit back and do nothing - the SLT shortage is having an adverse effect on our kids progress.

 

I am not expecting direct therapy from a SLT but we have NO ONE so direct or not, our kids are not getting the help that they need (by the way - I speak for a number of parents in my area - this is not just my child's problem)

 

There are some good courses run by people such as Wendy Rinaldi and Alex Kelly, but it is outside what we parents can afford. I am not sure if they are parent/non professional friendly, but I don't have the money to test the waters.

 

I do work with my son, as does his school, but he still needs monitoring by the SLT service - which is a bit non-existent in our area at the moment!

 

 

HelenL

[slt101]

Helen, I don't know what the answer is to the shortage question. There are record numbers of SLT qualifying, however, there are record number of SLTs leaving, and the Agenda for Change NHS National reorganisation is a disgrace. The Royal College of SLT audited a few years ago why people are leaving and one of the main reasons is stress. Trying to cope with a caseload of several hundred children can be very stressful.

 

SLT Assistant courses are rare and always oversubscribed. Most offer the training for current assistants in post as they are then in a position to take the theory back into their work. But I will keep my eye open for you Helen just in case there is something suitable. Can you PM your general location to make sure I pass on the courses in your area.

 

Perhaps you would like to go for SLT training. 4 year undergraduate course or 2 year Masters

[illy]

In what way did they not listen to you?

They just coudlnt see that anything was wrong with him but i a controlled room etc, it is hard, as he has one to one then.

 

His speech wasnt overly bad, but he does have a very bad stutter but they no longer need to see him!

I tried to say what he was like at home etc, but they dismissed, it, All they ever did was silly games,

Hugs illy

[slt101]

They just coudlnt see that anything was wrong with him but i a controlled room etc, it is hard, as he has one to one then.

 

His speech wasnt overly bad, but he does have a very bad stutter but they no longer need to see him!

I tried to say what he was like at home etc, but they dismissed, it, All they ever did was silly games,

Hugs illy

 

I commented in an earlier post that I am not here to defend all SLTs but I did want to comment on some of the issues raised.

 

I can see that you were unhappy at the service you received. My advice would be to get a second opinion, you don't need to go private you can ask the same SLT department for a reassessment of your childs needs. Looking at your comments on private SLT I would have to totally disagree, not all private therapists talk rubbish. I only know 1 private therapist who spouts out utter nonsense, the other 99% I know do a very good job.

 

I am not a dysfluency specialist (stutter/stammer) but most approaches concentrate on self awareness/ self monitoring and therefore I don't think your child would benefit from SLT input. BUT as I don't know your son I would recommend that when you ask for a second opinion you could raise your concern about this issue.

 

"Silly games"- illy, this is the approach widely used when working with children operating at a younger level. A non-direct game based technique is the most appropriate way of reinforcing language. It is clear that you were not aware why games are used which lead to this misunderstanding.

 

Hope this explains a few issues.

 

SLT101

[illy]

"Silly games"- illy, this is the approach widely used when working with children operating at a younger level. A non-direct game based technique is the most appropriate way of reinforcing language. It is clear that you were not aware why games are used which lead to this misunderstanding.

 

Hope this explains a few issues.

 

SLT101

 

When i say silly games i do mean silly games, she let him wander off and do what he wanted, and didnt seem able to get him back to do what she needed him to do.

I am a qualified nursery nurse, so i know alot about children in different settings etc, i think they need to see a bigger picute, and to better understand these chldrne see them in a home settting as an observer, and observing means sitting back, and watching and writing notes.

I went to two and i dont think either of them were any good, they may be beter iin other areas, but in my experience they are not good.

I have problems myself with some words, but didnt have speech theraly when young, but if what my son had was it then i am not bothered!

 

Hugs illy

[slt101]

When i say silly games i do mean silly games, she let him wander off and do what he wanted, and didnt seem able to get him back to do what she needed him to do.

I am a qualified nursery nurse, so i know alot about children in different settings etc, i think they need to see a bigger picute, and to better understand these chldrne see them in a home settting as an observer, and observing means sitting back, and watching and writing notes.

I went to two and i dont think either of them were any good, they may be beter iin other areas, but in my experience they are not good.

I have problems myself with some words, but didnt have speech theraly when young, but if what my son had was it then i am not bothered!

 

Hugs illy

 

Once again I am not speaking in defence of what your SLT may or may not have done but therapy is more than sitting at a table doing "work", there is still MUCH confusion about what constitutes therapy. I get many funny looks if I get down on the floor with the child, reinforcing language through play for many children is far more beneficial than any tabletop activity.

 

As with any professional some are better than others but if your child wandered off I am not sure what she could have done? Who was also in the room who could have helped?

 

I am sorry you feel that you haven't had a positive experience with therapy, perhaps a new SLT would be able to change you perception?

[darky]

yes i have had the same here. i am from the same area as helenl and my son who had difficulties identified cannot get help as his language delay is classed as mild.

what i dont understand is this, maybe slt can help me on this. what is this??

explaining inefferences

determining causes

negitive why questions

determining solutions

avioding problems

 

my sons results were very low with percentile rank being just 5 at the highest to down to 1 being the lowest. despite these results he cannot access a slt as its not classed as a language delay.

 

whats annoyed me is, my son is 9 and they used a test for verbal comprehension for age 6-8 yrs, he got a standard score of 6 where the average score is btwn 7-13. this is what was supposed to indicate a mild language delay, but not enough that he should recieve help! my argument is, they have used a test for below his age, hes still below average but its still not enough to recieve help.

what a terrible situation our kids are in.

if i could afford private i would. the nhs and the lea's are a sham.

 

i agree with helen, there is too much emphasis on a childs acedemic ability. this is all about life skills, what can be more important that that!!!

[slt101]

yes i have had the same here. i am from the same area as helenl and my son who had difficulties identified cannot get help as his language delay is classed as mild.

what i dont understand is this, maybe slt can help me on this. what is this??

explaining inefferences

determining causes

negitive why questions

determining solutions

avioding problems

 

my sons results were very low with percentile rank being just 5 at the highest to down to 1 being the lowest. despite these results he cannot access a slt as its not classed as a language delay.

 

whats annoyed me is, my son is 9 and they used a test for verbal comprehension for age 6-8 yrs, he got a standard score of 6 where the average score is btwn 7-13. this is what was supposed to indicate a mild language delay, but not enough that he should recieve help! my argument is, they have used a test for below his age, hes still below average but its still not enough to recieve help.

what a terrible situation our kids are in.

if i could afford private i would. the nhs and the lea's are a sham.

 

i agree with helen, there is too much emphasis on a childs acedemic ability. this is all about life skills, what can be more important that that!!!

 

Can you tell me which test your SLT used? As you can probably guess I am not a fan of standardised tests with ASD children as they are not standardised with an ASD population. There, the results cannot be held to be 100% reliable.

 

I have spoken with Helen who has been telling me of the staffing issues. It is not just your area with significant staffing difficulties, many areas are having difficulties with recruitment and retention of staff. There is a national problem which is going to get worse before it will get better. I have mentioned earlier something called Agenda for Change (A4C) which is the national re-grading of all NHS staff (excluding board members, doctors and dentists), this has effectively given senior SLT huge pay cuts of around 20-25%. The new working conditions for A4C also means that they are increasing the number of hours we have to work. In essence, more work for less pay. Not a good combination.

 

This is not good for our kids but I do not have an answer. My department manager doesn't have an answer, her director doesn't have an answer. Do any have you got some answers to help solve this problem?

Edited January 25, 2006 by slt101

[UltraMum]

We went to a private SALT - she detailed areas where J was strugling and recommended various types of interventions, without being too specific. The local NHS SALT agreed with her report and the SALT who now sees our son is following her guidelines ... so private SALTs aren't all bad!

[slt101]

We went to a private SALT - she detailed areas where J was strugling and recommended various types of interventions, without being too specific. The local NHS SALT agreed with her report and the SALT who now sees our son is following her guidelines ... so private SALTs aren't all bad!

 

 

Did she use standardised tests?

Did the local NHS service totally agree with everything she put?

Why didn't you carry on seeing the private SLT?

[UltraMum]

Did she use standardised tests?

CELF

CCC

ADOS - G Algorythm Module 3

Hope I've got these correct ...

Did the local NHS service totally agree with everything she put?

Apart from recommending fortnightly input by SALT alternating with an LSA - more to do with resources I feel ...

Why didn't you carry on seeing the private SLT?

Cost, journey time and alteration to routine for starters plus the problems were in school and at home and being seen in a clinic setting would have been very false - especially as generalising skills is not J's forte...

SALT written into statement by LEA and therapy now proceeeding ...

[slt101]

CELF

CCC

ADOS - G Algorythm Module 3

Hope I've got these correct ...

 

Apart from recommending fortnightly input by SALT alternating with an LSA - more to do with resources I feel ...

 

Cost, journey time and alteration to routine for starters plus the problems were in school and at home and being seen in a clinic setting would have been very false - especially as generalising skills is not J's forte...

SALT written into statement by LEA and therapy now proceeeding ...

 

Thanks for that info.

[darky]

she used it says on the report CELF-3UK (clinical evaluation of language fundamentals 3 age 6-8yrs. that was for verbal comprehension and expressive language, it does not say about the other stuff, just says "problem solving, this test looks at the childs higher order language skills such as the ability to explain inefferences, explain causation and provide solutions to given problems. the child is shown a picture and then asked to respond to a number of questions relating to the picture"

he was also tested using the test of ambiguities by wendy rinaldi. this tests for literal interpretation.

thanks for your input slt.

[slt101]

there is too much emphasis on a childs acedemic ability. this is all about life skills, what can be more important that that!!!

 

I AGREE!!!

Then why do we need to test our children to tell us how words they may have in their vocabulary? We should be looking at the childs functional communication skills- how well do they use their language to buy items in a shop, catch a bus, i.e. activities of daily living. This has to be the biggest difference of opinion I share with parents. Many want their child to achieve the same level of academic success as their peers. I am interested in ensuring the child leaves school with as many skills of independence as possible, that may include some academia, but I prefer to use time out in the real world.

[Zemanski]

Com has a recommendation that he has S&LT in the first ed psycho report after he was diagnosed at 8 - this in spite of his high level of vocabulary and comprehension, etc. It was never added to his statement as he more than met the mark for all the educational criteria

He never saw a therapist until he started high school.

 

Com's high school has an S&L unit and even though he is not attached to the unit - he doesn't qualify - the unit has been fantastic.

Com has had a social communication session every week since he started the school. It is a small group session for children on the autistic spectrum and I know they run several of these each week, though not all are for ASD kids.

This year the session has been extended from 30 mins to an hour. The kids play games and learn to interact within the group, they do a lot of role play of social situations and they annalyse feelings in themselves and others, body language, facial expression, etc. Also this year the unit staff have had specific ASD training.

 

Com has never been formally assessed in the sense of tests, in a sense pragmatic language and social communication skills have far too many subtleties to them to really test for more than indicators of problems and a good therapist should be able to spot most of those things just from talking and observing, but the therapist and her colleagues rely on knowing each child very well and learning how to encourage them to improve their skills.

 

In addition, Com now has (after 2 years of no respite from a packed curriculum) 3 hours a week for life skills which half the time consists of going to sainsbury's to buy his LSA's lunch for her and having a jolly good natter along the way - can't think of a better way for him to spend an hour - learning to shop in a supermarket, crossing a few roads (busy ones too) which he really needs support to learn, getting some much avoided exercise (it's quite a walk) and having some stress-free, self-esteem building, one to one social communication with someone who understands his needs and sense of humour and at least attempts to tolerate his interests. Sometimes he's allowed to invite another child too - even better!

 

I really cannot fault the SALT and her team at Com's school, and other parent's have said the same (can't say the same of the senco, mind) - I think though that it is very different when the SALT is part of the school rather than an external service; there is no way that a visiting SALT with the workload they must have can work with individuals and groups like this for extended periods and even when they set up a good programme it is difficult to maintain it with the largely untrained staff who have to carry it out in the school setting. Com is just lucky enough to have landed at a school which has very good provision that he can access - I just wish the rest of the SEN department had been even half as good for his first couple of years

 

Zemanski

[microsoft_admin]

what salt

 

table or epson