Speech Pathology in Schools Resources 2017

Contents

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Context

The United Nations Convention on the Rights of Persons with Disabilities The Salamanca Statement and Framework for Action on Special Needs Education Disability Discrimination Act Disability Standards for Education, 2005 Overview of the National Disability Strategy 2010–2020 Melbourne Declaration on Educational Goals for Young Australians (December 2008) Prevalence of speech, language and communication needs Aboriginal and Torres Strait Islanders References Typical speech, language and communication development

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Common speech, language and communication needs (SLCN)

Markers of potential concern Other speech, language and communication markers of needs Complex communication needs and augmentative and alternative communication

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References The impact of speech, language and communication needs

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Identifying students with speech, language and communication needs

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Best practice models and support for students with speech, language and communication needs

Why we are promoting inclusive education? The features of inclusive education References Response to intervention

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The RtI approach Response to intervention and literacy difficulties

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Useful references The positive impact of providing best practice support to students with speech, language and communication needs Ensuring communication is embedded at a universal level Skilled and confident staff can make a positive impact Links with the curriculum A functional approach A strategy-focused approach Support at transition times Involving young people Opportunities for specialist intervention where difficulties are severe and complex

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Speech Pathology Australia: Speech Pathology in Schools Project