Award in
Supporting Children and Young People’s Speech, Language and Communication
Start Date

August 1st

Price

€560

Course Objective

The objective of the CACHE Level 3 Award in Supporting Children and Young People’s Speech, Language and Communication qualification is designed for those who work with children and young people. It provides a professional development opportunity and aims to develop the appropriate knowledge and skills to enable learners to:

  • understand the importance of speech, language and communication
  • identify the signs of those children who are experiencing difficulties
  • promote speech, language and communication development
  • explore ways to support children and young people who have speech, language and communication needs (SLCN)

Course Units

Learners who successfully complete each of the following units will be awarded a Level 3 Award in Supporting Children and Young People’s Speech, Language and Communication:

Unit Aim:

The unit aims to provide a basis for understanding the typical development of speech, language and communication in children and young people and the importance for a child or young person’s overall development.

Learning Outcomes:
  • Explain each of the terms; speech, language, communication, speech language and communication needs
  • Explain how speech, language and communication skills support the following areas in children and young people’s development; learning, emotional, behaviour, social
  • Describe the potential impact of speech, language and communication difficulties on the overall development of a child or young person both currently and long term
  • Explain the factors that increase the risk of children and young people having speech language and communication needs
  • Summarise the typical stages of speech, language and communication development of children in the following age groups, including both understanding and use of language; 0-5 years old, 5-11, 11-16
  • Explain how children and young people develop their speech, language and communication and identify how this applies to children who are learning more than one language
  • Explain how speech, language and communication work together to enable effective interaction
  • Explain the different ways in which a child or young person may not follow typical speech language and development
  • Observe and report examples of a child or young person using their communication skills in different contexts
  • Plan and carry out an observation of a child or young person using their communication skills in different contexts
  • Report on planned observations highlighting normal variations in the typical speech, language and communication development of children and young people
Assessment:

Learners are required to complete two tasks, which demonstrate their understanding of the importance of speech language and communication for the individual’s overall development and typical speech, language and communication development.

Unit Aim:

This unit explores the ways in which those working with children and young people can support the development of speech, language and communication skills. The unit also looks at how to recognise, and access specialist support, for those children and young people who may have speech, language and communication needs.

Learning Outcomes:
  • Explain the ways in which adults can effectively support and extend the speech, language and communication development for each of the following age groups; 0-5, 5-11, 11-16, 16-25
  • Evaluate relevant positive effects of adult support for children, young people and their families
  • Demonstrate methods of providing support taking into account the; specific needs, abilities, home language, interests of children and young people in their setting
  • Initiate and implement planning for speech, language and communication support to children and young people in work setting
  • Gather information and feedback to evaluate the effectiveness of speech, language and communication support in work setting
  • Explain the importance of the environment in supporting speech, language and communication development
  • Review relevant evidence about the key factors that provide a supportive speech, language and communication environment
  • Apply research evidence to planning an environment that supports speech, language and communication
  • Identify the range of speech, language and communication needs that children and young people may have
  • Identify the indicators which may suggest that a child or young person has speech, language and communication needs
  • Explain the processes and procedures to follow in order to raise any concerns and access additional, specialist support
Assessment:

Learners are required to:

  • explain the ways in which adults can effectively support and extend the speech, language and communication development for each of the following age groups: – 0-5 – 5-11 – 11-16 – 16-25
  • evaluate relevant positive effects of adult support for children, young people and their families
  • explain the importance of the environment in supporting speech, language and communication development
  • review relevant evidence about the key factors that provide a supportive speech, language and communication environment
  • apply research evidence to planning an environment that supports speech, language and communication
Unit Aim:

To develop the ability of those working with children and young people to work in partnership with parents to support their child’s speech, language and communication development.

Learning Outcomes:
  • Outline the nature of the parent/child relationship at key stages of a child’s life in relation to speech, language and communication
  • Explain the influences of different parenting styles on speech, language and communication development
  • Explain how supporting effective speech, language and communication between parents and children could influence their relationship and overall development at home
  • Explain issues and challenges for parents which may influence how they support their child’s speech, language and communication development
  • Support parents to understand their valuable role in supporting their child’s speech, language and communication development
  • Explain a range of ways to work with parents to support their child’s speech, language and communication development
  • Demonstrate ways on how to develop and maintain a parent’s confidence in supporting their child’s speech, language and communication development
  • Provide parents with appropriate advice and sources of information to support their child’s speech, language and communication development
  • Explain ways to support parents in how to use activities and approaches to support their child’s speech, language and communication development
  • Evaluate the ways in which own role can be effective in supporting parents to support their children’s speech, language and communication development
  • Explain why it is important to be able to work in partnership with parents of children with SLCN
  • Identify useful sources of information and relevant organisations and services to support parents of children who have SLCN
  • Explain the importance of partnership working across professionals, agencies and parents when supporting children with SLCN
Assessment:

Learners are required to complete a written briefing which demonstrates their understanding of the importance of parental support and the importance of partnership working.

Register Your Interest

At Chevron Training, we’re always looking for new ways to support learners in their studies and to support them with their career progression.

We are currently seeking express of interest, so please complete our pre-registration form below and we will keep you updated about this programme.

 
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