NIMS Speech and Language Therapy Policy 18-19
NIMS Speech and Language Therapy Policy 18-19
NIMS Speech and Language Therapy Policy 18-19
Al Garhaud Dubai
1]. Section-A
Name of Policy Writer Nisha Deepak Designation Speech and Language Therapist
Date of Policy Revision 2nd April, 2018 Date of Next Revision 27th March 2019
Policy Code DEIW/1819/SLP/001 Department/Section DEIW/All Sections
2]. Section-B
Title of the Policy Speech and Language Therapy Policy
Background A speech and language therapy policy lists and explains how the
process of speech and language therapy progresses from the initial
stages of identification to assessment, intervention and record keeping.
This policy is in adherence to the diagnostic and statistical manual of
mental disorders-version 5 (DSM-V).
Purpose A speech and language therapy policy for the school is developed to
ensure that the proceedings of speech and language therapy are
conducted systematically and in adherence to the international gold
standards of speech and language assessment and therapy.
Operational
Definitions Autism Spectrum Disorder (ASD): Encompasses difficulty in social
communication, interaction and restrictive and repetitive behavior in
the early developmental period which impairs daily functioning and
living.
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Attention Deficit Hyperactivity Disorder (ADHD): Difficulty in
behavior, attention, and hyperactivity come under this domain. This
may or may not be accompanied by language deficits.
Introduction Speech, Language and Communication (SL&C) are the basic and most
essential skills for learning and life. These skills enable children to
understand and talk about their needs, experiences, ideas and feelings,
as well as enabling them to form firm foundations on which to base later
literacy and academic achievement. Many areas of language and
communication are still developing throughout adolescence, as students
gain increasingly more sophisticated skills (ICAN, 2011).When a child
has a difficulty in any of these domains, he/she loses substantial
information in the normal developmental pattern affecting
communication and daily functioning.
Aims and Objectives To identify children having speech and language impairment,
behavior and communication difficulties at the earliest.
To provide early intervention for the children with different speech,
language and communication issues
To develop and promote each child’s functional communication and
enable them function better in daily living
To build confidence in children about themselves and their speech
To address children’s/parents individual communication needs and
achieve the targeted goals for each child.
To work in partnership with parents/caregivers/LSAs/special
educators/teachers to maximize the improvement and potential in
each child.
Identification and The speech and language therapist works in collaboration with the other
Intervention Process team members such as special educators, special needs coordinator,
educational psychologists, counselors, subject teachers and learning
support assistants in identifying the children requiring intervention. The
therapist also conducts classroom observation in the process of
identification. Each child is then assessed in multiple domains of speech
and language.
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therapy is provided individually to each child with few group therapy
sessions also to achieve the targeted goals and maximize
communication and interaction.
Subject Teachers
Responsible For a child to achieve maximum potential, the people around the child
Committee Members with whom the child interacts and talks to everyday, should be
informed and involved actively in implementation of therapy goals and
activities. This ensures that the progress in the sessions is being carried
outside the therapy settings as well, in actual daily life and functioning.
The responsible committee members include a Speech and language
therapist, Subject teachers, LSAs, Special educators, counselors,
educational psychologist, parents and caregivers.
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Special educators: The special educators discuss the child’s academic
progression and work in collaboration with the speech and language
therapist.
LSAs: The LSA working with the child will follow the techniques and
activities for the particular child as suggested by the speech and
language therapist.
Glossary of Terms
DSM-V: Diagnostic and Statistical Manual of Mental Disorders -Version
5 (DSM-V); Published in 2013 by American Psychiatric Association
(APA).
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Speech and Language Disorders:
A). Speech is how we say sounds and words. People with speech
problems may:
not say sounds clearly
have a hoarse or raspy voice
repeat sounds or pause when speaking, called stuttering
B). Language is the words we use to share ideas and get what we want.
A person with a language disorder may have problems:
understanding
talking
reading
writing
Web Links:
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