http://www.ican.org.uk/training/i%20can%20training/children%20with%20additional%20languages%20and%20slcn%20t1102.aspxDeveloping Communication through Music - Working with Individuals and GroupsStart Date:
5 November 2010
Duration:
1 day
Course Ref:
T1105
Location:
London
Price:
£180 +VAT
Description:
Tutor:
Claire Ingleheart, Music Specialist
Course description:
This one-day course will present and explore ways of using simple musical activities and songs to facilitate language, communication and interaction. The ideas and strategies are based on an approach known as ‘Musical Interaction’, developed at Sutherland House School in Nottingham, for children with autism. The morning will focus on working with individuals. The afternoon will focus on working with groups.
It is not necessary to have any musical knowledge or training to take part in or benefit from the course. The emphasis will be on understanding the background and principles and picking out ideas that will adapt to suit pupils in your particular setting. There will be a balance of theory and practical activities, illustrated by video extracts.
The Tutor:
As well as working at Sutherland House School for over 6 years, the tutor has experience with a variety of settings within other schools and community groups. The majority of her work has been with children under the age of 12 yet most of the activities used can be adapted to a wide range of ages and abilities to suit your individual setting.
From this course you will gain:
• Practical songs, games and activities that can immediately be put into practise
• Ideas on how to use props and instruments creatively
• Ideas for creating your own interactive games and songs
Who should attend?
Anyone with an interest in using music to develop language, communication and interaction with children who have difficulty in this area. It is not necessary to have any previous experience in music.
Outline programme:
Morning: working with individuals
• Why use music?
• History of Musical Interaction at Sutherland House
• The importance of tuning-in
• Non-directive techniques
Afternoon: working with groups
• Songs-flexible and set
• Developing unintentional communication to intentional communication
• Using play routines, instruments and props
• Creating your own interactive song or game
Working with preschool children with Communication and Behavioural Needs; Behavioural, Emotional and Social Disorders & Speech, Language and Communication NeedsStart Date:
4 November 2010
Duration:
1 day
Course Ref:
T1104
Location:
London
Price:
£180 + VAT
Description:
Tutor: Melanie Cross, Professional Advisor I CAN
Speech Language and Communication Framework Level:
This course covers all of strand D of the SLCF; Speech, language and communication and behavioural, emotional and social development (BESD), at the universal and advanced levels and touches on elements from the specialist level.
Course Description:
This course will provide insight into the links between language and behaviour in preschool children and how these can impact on a child’s development. It is an interactive day and there will be opportunities to share insights and strategies to help such children develop to their potential.
From this course you will gain:
An introduction to the theory relevant to language and social/emotional/cognitive skills development in the pre-school years.
Some understanding of how communication and behaviour can affect each other.
An understanding of how many children and young people have both communication needs and behavioural emotional and social difficulties.
Some insight into the many factors that can influence a child’s behaviour and the range of behavioural, emotional and social needs that children and young people with SLCN may have.
An appreciation of the consequences for young children who experience SLCN and BESD.
A greater awareness of the influence of adult’s communication on children’s behaviour and language development.
Opportunities to discuss collaborative working for children with these complex needs
Space to share and develop strategies to manage behaviour and help language develop.
Time to reflect on practice and share experience in considering how theory can be incorporated into teaching and therapy practice.
Who should attend:
Teachers, teaching assistants, SENCO’s, support assistants and speech and language therapists working with pre-school children.
N.B. Versions of this course are also available through Early Talk and via LACIC at Sheffield
Supporting Children with Additional Languages and Speech Language and Communication Needs in the Early YearsStart Date:
18 October 2010
Duration:
1 day
Course Ref:
T1102
Location:
London
Price:
£180 +VAT
Description:
Tutors: Sunita Shah, Ami Mathur, Highly Specialist Speech and Language Therapists
Course Description:
This course provides both theoretical and practical insights into working with children with Speech, Language and Communication Needs who have more than one language. The day will provide educational professionals the confidence and skills to identify and support bi/multilingual children access the Early Years Foundation Curriculum. This is an interactive opportunity to explore bi/multilingualism in an educational context, through information sharing, workshops and discussions.
From this course you will gain:
• An introduction to the theory of acquisition and development of more than one language
• Insight into the assessment of Speech and Language skills for the bi/multilingual child
• A practical guide to identify Speech, Language and Communication needs in the bi/multilingual child
• Specific advice and strategies to support the bi/multilingual child access learning in the classroom
• Opportunities to explore and discuss case studies and course participant’s own experiences of working with this client group
• How to work with interpreters and bilingual support staff.
• An insight into considerations when developing a culturally competent service
• A greater awareness of resources and support available when working with bi/multilingual children
Who should attend:
Early years practitioners, teachers, teaching assistants, SENCO’s, learning support assistants and speech and language therapists working in early years settings, who are new to the field of bi/multilingualism.
Any guidance appreciated. Is it ok for me to ask a question? JG
