Use of language

Obviously use of language is influenced by the social context. A child may well use language differently in a one-to-one structured setting in which the adult can give time and support to social communication. Figure 1 illustrates different contexts that may influence language use in the primary classroom.

This framework for social communication states that important variables include:

■ number of people involved in the communication;

■ amount of adult intervention;

■ type of activity: structured vs unstructured;

■ amount of social interaction required;

■ degree of autonomy needed.

It is important that staff work together when assessing the educational and social needs of pupils with SLCN. Keeping brief notes about the pupil’s response to support is crucial to effective monitoring and evaluation. Schools, quite appropriately, embed the assessment of SLCN within the whole-school framework for assessment. Assessment of progress in some curricular areas is particularly relevant in identifying the needs of pupils with SLCN. These include National Curriculum English ‘Speaking and Listening’ and the different levels that make up the framework of the National Literacy Strategy:

■ word level: phonics, spelling and vocabulary;

■ sentence level: grammar and punctuation;

■ text level: comprehension and composition.

Discussion

■ What do you consider the main purposes of assessment for learners with SLCN in your own setting?

■ How do you contribute to the assessment process in your own setting?

■ What effect does your assessment of pupil response to your support have on your own behavior?

■ How might you bring about improvements in using collaborative approaches to assessment to improve provision for learners with SCLN in your own setting?

■ To what extent do you involve the pupil in assessment of his/her learning?

مواضيع ذات صلة

Discussion and questions

Expectations and suggestions

Problems encountered with portfolio assessment

Advantages of portfolio assessment

Similarities and differences between portfolio assessment and prior assessment experiences

Reflective questions with regard to the course practical relevance

Trainer comments

Discussion of a problem-solving experience

"Critical" course synthesis

Portfolio content

Results, analysis and discussions

Context and goals