For pupils with speech and language difficulties, even simple tasks - such as asking for help or ordering food at the canteen - can be daunting.
These pupils may find the day-to-day rhythms of school overwhelming, and that’s before we get to the added complication that those with speech and language challenges often also have low reading ages.
Reading is fundamental for success across all subjects; when students struggle with reading, this can limit their ability to access and comprehend subject material, which damages their ability to make appropriate progress.
They may not be able to fully understand maths word problems or paragraphs in their science textbook, let alone read passages from Shakespeare in English lessons.
Reading is required for homework, projects and standardised tests, so students may struggle to complete these tasks, too. Consequently, they can become “trapped” in a vicious cycle of lesson avoidance: because they can’t access the vocabulary, they avoid the lesson, thereby further damaging their chances of making progress.
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It is easy to take it for granted that pupils can read instructions, make sense of their homework tasks and understand what the questions on a test are asking them to do. But some young people will really struggle with these activities, or even with decoding the words teachers use.
So, what can schools do to better support them?
How to help students with speech and language needs
First of all, it is important to identify students who are struggling with speech and language, so that we can go on to provide them with appropriate interventions and support. At our school, we identify students who may encounter these issues using a standardised reading assessment (we use STAR Reading) and reading feedback programme (we use Accelerated Reader). We also rely on staff to flag any issues they spot when working with students.
When it comes to interventions, we take a two-pronged approach. We target reading through one-on-one reading instruction, small group instruction, and/or targeted interventions to improve specific reading skills. We make accommodations where appropriate, such as giving students access to audiobooks rather than asking them to read texts.
However, we also aim to address the underlying speech and language difficulties that may, in some cases, be at the root of the problems with reading. Some pupils will need to work with a speech therapist, which requires us to draw on external services, but there are also accommodations that can be made in school and social settings that can help to overcome barriers to effective communication.
For example, at our school, our Learning Support Practitioners (LSPs) implement speech and language therapy programmes that provide targeted interventions for students who need them. These programmes use various techniques, such as articulation exercises, language-building activities, and social communication skills training, to help students improve their speech production, language comprehension, vocabulary, and overall communication skills.
We also run a peer buddy system, in which students with strong speech and language skills are paired with those who need additional support. The peer buddies can engage in activities together, fostering communication and providing opportunities for the students who need support to practise their skills in a safe and supportive environment.
It is important to recognise the complexity of speech and language problems and the significant impact they can have on pupils’ lives. By providing appropriate support and resources, we can help individuals with these challenges achieve their full potential and participate fully in school, and beyond.
Jon Lea is assistant headteacher - students and designated safeguarding lead at Q3 Academy Tipton
