This highly practical resource has been designed to support professionals working with students who have SLCN (Speech, Language and Communication Needs) following a mainstream educational curriculum. Structured as a flexible 10-session programme, it takes a holistic approach to learning, encouraging students to take an active role in their studies by identifying individual learning strengths and building a "toolbox" of successful strategies for revision.
With photocopiable pages and downloadable resources, the advice and skills explored in this programme can be adapted to suit students with a range of abilities and incorporated into a timetable that can be used flexibly, over as many weeks as necessary, with very little planning required.
Sessions focus on:
- Learning about revision and study methods, using a combination of visual, auditory and kinaesthetic techniques
- Creating a study skills folder and revision timetable
- Teaching command words (words used in exam questions) and exam preparation
- Building healthy study habits and managing anxiety
- Being proud of achievements and developing self esteem
- Setting goals and becoming independent
Created to support a range of students, including those with a known diagnosis of autism, developmental language disorder, dyslexia, dyspraxia and attention deficit hyperactivity disorder, this is an invaluable resource for all professionals looking to support young adults in the build up to exams.
Table of Contents
Acknowledgements Foreword Definition of Speech, Language and Communication Needs (SLCN) The Context Why teach revision and study skills? SLCN - A Unique Set of Skills The VAK Theory Visual (Looking), Auditory (Listening), Kinaesthetic (Doing) Who will benefit? Evidence base for teaching study skills The 10 Session Program Overview of Sessions A SENCO's views Parents and Carers A Parent and Student's Views Interview with Mia Sonny's baseline assessment Starting Point Chapter 1 Session 1 Focus Defining Revision and Study Skills Activity 1 Student Baseline Assessment Activity 2 Why Study? Activity 3 Revision Brainstorm Chapter 2 Session 2 Focus Looking (Visual), Listening (Auditory), Doing (Kinaesthetic) Activity 1 Study Skills Folder Activity 2 How do I learn? Activity 3 Choose one revision method to practice Chapter 3 Session 3 Focus: Looking-Visual Activity 1 Making a Flashcard Activity 2 Flashcard Competition Activity 3 Making a Mind Map Chapter 4 Focus: Listenng-Auditory Activity 1 Making a 'Mnemonic' - With Sounds Activity 2 Record it Activity 3 Discuss It Chapter 5 Focus: Doing-Kinaesthetic Methods Activity 1 Modelling Clay Activity 2 The Word Walk Activity 3 Using Mime and Gesture Chapter 6 Session 6 Focus: Time and Time Concepts Activity 1 The Time Game Activity 2 Making a Revision Timetable Activity 3 My Timeline Chapter 7 Session 7 Focus: Exams and Command Words Activity 1 Exam Words Activity 2 Exam Words-Wordsearch Activity 3 Multiple Meanings Chapter 8 Session 8 Focus: More About Exams Activity 1 The Exam and Access Arrangements Activity 2 'Neurones that fire together wire together!' Activity 3 Mindfulness Activity Chapter 9 Session 9 Focus: Being Healthy Activity 1 Healthy Habits Game Activity 2 Healthy Habits Poster Activity 3 Making a Smoothie/Salad Chapter 10 Session 10 Focus: Evaluation and Moving Forward Activity 1 VAK Recap Activity 2 Student Evaluation - My Personal Plan Activity 3 "Believe Everything is Possible" Appendices General Resources Chapter 1-10 Resources References
Bhaveshi Kumar is a Specialist Speech and Language Therapist working for Sussex Community NHS Foundation Trust, in Brighton, UK. She graduated from City University, London in 2002, gaining a Masters in Human Communication Science in 2007. In her career she has worked as an NHS therapist and an independent locum both in the UK and abroad.
Bhaveshi works with a range of students who have speech, language and communication needs that are based in mainstream schools across Brighton and Hove. As part of a broad team linked to health and education services, a large part of her role includes supporting young people in schools and training education staff to deliver speech and language therapy plans and run targeted language groups based on students’ needs. She is a member of the HCPC and RCSLT, and the sharing and development of skills and expertise relating to SLT across clients, families, educators and health professionals has been an intrinsic part of her role since she qualified.
"I believe that students with SLCN can be taught how to study and just like any other student they will learn skills... I think this resource is good for everybody not just SLCN students; it is adaptable and this is the key to it being a success."
Shirley Suleyman, Assistant SENCO