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Tommy was two years old when he was referred to I CAN by his clinic speech and language therapist.
His therapist reported that he was able to attend to adult directed play for one to two minutes but no meaningful play had been observed.
He showed understanding at the one word level. His only vocalisation within the clinic had been a scream. He was using pointing to indicate his needs. His mother reported that he didn't really talk at home.
By the time he was assessed by the I CAN teacher and speech and language therapist his understanding was showing itself to be within normal limits.
However, only two or three words were heard and his mother reported he had approximately 15 words in total.
Working with I CAN
Tommy started at I CAN at the beginning of the school year (September) . Early vocalisations in November included “quack, quack” and “me da da.”
The following areas were targeted for his Individual Educational Plan:
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Consolidation of understanding using the Derbyshire Language Scheme (a structured scheme for assessing and treating children's language development)
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An expressive language programme starting with using animal names rather than noises
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Supporting his language with signs and symbols
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Using the structures of Derbyshire work to support his developing expressive language leading eventually to using language to tell and sequence a story
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Within the inclusive nursery, Tommy received non-directive play and his self-confidence was encouraged through supported play.
Outcome
Tommy was assessed on the PLS 3 (Pre-school Language Scales). Pre-school Language Scales measure children's understanding and use of language before and after their placement.
The outcomes show that Tommy had improved more with I CAN support than would have been expected by his just getting older.
Comprehension: He was assessed as on the 18 th percentile* in September and left in July on the 58 th percentile (an equivalent gain of 20 months' progress in ten months).
Expression: He was assessed as on the 1 st percentile in September and left on the 10 th percentile in July (an equivalent gain of one year).
Total language: 3 rd percentile in September , 27 th percentile on July (gain of 19 months).
Tommy has transferred to a local mainstream school at Early Years Action Plus (this means he receives a high level of special educational needs support). He will continue to access speech and language therapy and will be supported by the local Speech and Language Support Service.
Tommy's name has been changed to protect his identity. He is now aged 6.
*Percentile ranks are calculated by making comparisons between children of the same age. For example, a percentile rank of five means that out of a random sample of 100 children of the same age, 95 children would score at a higher level (that is, the child is in the bottom five per cent of the population in language skills). If a child simply develops language skills as a result of being older, their percentile remains the same (as their peers are also six months older). |