Help with Speech:-
The project we are seeking to fund is focusing on pre school children whose mother –tongue may not be English.
Why is there a need for regular and sustained input from Speech and
Language Therapy in Poplar
• The high level of Bilingualism can mask underlying speech language and communication needs and lead to later identification of specific communication difficulties.
• Vocabulary levels of the children are typically lower than the national average
• Lots of children do not have language rich home environments
• Many local families do not access health services, therefore miss out on early intervention
• Tower Hamlets is a very densely populated area with a higher percentage of school age children than other London boroughs.
Aged 3, these children are already at least a year behind their peers in their learning and at a significant disadvantage. When children fall behind they quickly lose interest and confidence in themselves. Boredom leads to disruptive behaviour and eventually to exclusion and failure.This early intervention puts children back on an equal footing with their peers and gives them the opportunity to succeed at school. The project will focus on the treatment of disorders of speech, language, communication and covers mild, moderate or severe learning difficulties, physical disabilities, language delay, specific language impairment , specific difficulties in producing sounds, hearing impairment, cleft palate, stammering, autism/social interaction difficulties, dyslexia, voice disorders and selective mutism.
In a landmark study, Bishop and Adams (1990) followed a group of pre-school children through to primary school. At age eight, they found that children whose language difficulties had been resolved by five and an half had developed good reading and spelling skills. This critical age is important given the results of studies which show a decline in the levels of children’s oral language competence with which they start school, especially in areas of deprivation. There is concern that many children approach the onset of literacy instruction with a shaky foundation on which to map written language skills.
Decoding skills may develop mechanically for some, but an impoverished vocabulary and limited understanding of language make it difficult for children to make sense of what to read. The implications are clear: during the pre- school period children should receive experiences that enrich their vocabulary
(Holm Farrier & Dodd 2008, Raitano et al 2004) Hesketh (2004)
We also think this is the most cost effective way of helping disadvantaged children and making a real difference.