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First published in 1999. This book addresses the principles behind individual education plans for pupils who exhibit speech, language and communication difficulties. The authors provide practical advice for compiling education plans and ideas for institutional self-development, and discuss the key areas of concern for teachers: how can there be agreement on the targets when the pupil functions differently in different contexts? Should the aim for pupils be on accessing the curriculum or social communication? How can speech and language targets be met across a range of subject areas? Given that language is dynamic, can the static IEP document provide a feasible blue-print for action? Can the challenge of monitoring IEPs for speech and language targets be realistically met? To what extent can teachers deliver specialist strategies to meet IEP targets in the absence of speech therapy support? How can new developments in IT support IEP delivery for students with speech, language and communication difficulties?
First published in 1999. This book addresses the principles behind individual education plans for pupils who exhibit speech, language and communication difficulties. The authors provide practical advice for compiling education plans and ideas for institutional self-development, and discuss the key areas of concern for teachers: how can there be agreement on the targets when the pupil functions differently in different contexts? Should the aim for pupils be on accessing the curriculum or social communication? How can speech and language targets be met across a range of subject areas? Given that language is dynamic, can the static IEP document provide a feasible blue-print for action? Can the challenge of monitoring IEPs for speech and language targets be realistically met? To what extent can teachers deliver specialist strategies to meet IEP targets in the absence of speech therapy support? How can new developments in IT support IEP delivery for students with speech, language and communication difficulties?
Chapter 1 IEPs: Electronic communications; Chapter 2 What is an Individual Education Plan?; Chapter 3 Learning language is the solution – not the problem; Chapter 4 Assessment for target setting: Principles; Chapter 5 Assessment for target setting: Principles; Chapter 6 Writing targets: Principles; Chapter 7 Target setting: Institutional self-review; Chapter 8 Monitoring: Principles; Chapter 9 Monitoring: Institutional self-review; Chapter 10 Monitoring: Ideas for action; Chapter 11 Strategies within IEPs: Principles; Chapter 12 Holistic language interventions: Principles; Chapter 13 Social stories: a social conventions intervention (pragmatics); Chapter 14 Peer involvement: Principles; Chapter 15 Peer involvement: Ideas for action; Chapter 16 Circle time; Chapter 17 Circle time: Self-review; Chapter 18 Circle time: Ideas for action; Chapter 19 Social skills: Principles; Chapter 20 Social skills: Ideas for action; Chapter 21 Social skills: Institutional self-review; Chapter 22 Adult interventions to help develop language and communication: semantics and pragmatic language; Chapter 23 Adult interventions: Ideas for action; Chapter 24 Auditory discrimination (phonological/morphological); Chapter 25 Visual strategies to aid understanding (semantics and pragmatics); Chapter 26 Visual strategies: Institutional self review; Chapter 27 Questioning strategies; Chapter 28 Using Information and Communications Technology;
Janet Tod, Mike Blamires
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