SALT = Speech & Language Therapy
What does a SALT ASSESSMENT DO and why do I mention it in my replies to our group member posts?
Your children can’t explain their difficulties in a school setting so they will instead say things like “I don’t like the teacher” or “I just can’t do it”. “The teacher is mean to me” and “kids are mean to me”!
This does not measure their intelligence but they will quickly learn NOT to say they are struggling. The bottom line is they don’t know why, so no amount of questioning will give you the answers, they simply have not developed the skills to express and process the why’s!
Often it will present in negatively perceived ‘behaviour’ and deflect their difficulties!
You might hear: “they can’t stay on task” – “doesn’t listen or follow instruction”. Often presentation and the lack of developed ability to receive and interpret info on the child’s part, will be due to under developed communication skills.
This could be because of underlying ND, GDD, GLD and so on. I’m purposely not expanding on the abbreviations because the ‘learning here’ is not a diagnosis but to establish the underlying need, then progress to diagnosis.
A Quality SaLT assessment looks at the following:
Receptive language
It’s the “input” of language, the ability to understand and comprehend spoken language that you hear or read. For example, a child’s ability to listen and follow directions (e.g. “put on your coat”) relies on the child’s receptive language skills. In typical development, children are able to understand language before they are able to produce it. Children who are unable to comprehend language may have receptive language difficulties or a receptive language disorder.
Children who have difficulty understanding language may struggle with the following:
Following directions
Understanding what gestures mean
Answering questions
Identifying objects and pictures
Reading comprehension
Understanding a story
There are several factors that influence receptive language development, including exposure to language, the quality of the language environment, and individual differences in language processing.
Children who are surrounded by language (people engaging in conversation and interacting with them) are more likely to develop strong receptive language skills. This includes being exposed to a variety of speakers, engaging in conversations, and exposure to reading.
What is expressive language?
Expressive language is the “output” of language, the ability to express your wants and needs through verbal or nonverbal communication. It is the ability to put thoughts into words and sentences in a way that makes sense and is grammatically correct. Children that have difficulty communicating their wants and needs may have expressive language difficulties or an expressive language disorder.
Expressive language disorders in young children are often identified when children are not meeting their developmental milestones.
Children who have difficulty producing language may struggle with the following:
Asking questions
Naming objects
Using gestures Using facial expressions
Making comments
Vocabulary
Syntax (grammar rules)
Semantics (word/sentence meaning)
Morphology (forms of words)
How does Salt help in education?
SALT assessments play a crucial role in the Special Educational Needs (SEN) provision process, particularly Educational Needs or Education, Health and Care (EHC) plan development.
Here’s how SALT assessments contribute to the SEN provision process, it is important to note that school, HV, School Nurse, CAMHS, DR, SENCO and Local Authority can refer your child. School do this via the APDR (quantified approach).
Important info:
Pre-SEN Provision
1. Identification: SaLT assessments help identify students requiring special educational needs support.
2. Early intervention: Assessments inform targeted interventions to address emerging needs.
Statutory Assessment
1. Statutory framework: SALT assessments follow the statutory framework, ensuring consistency and compliance.
2. Standardized evaluations: Assessments provide a standardized measure of student progress.
Informing SEN Provision
1. EHC needs assessment: SaLT data informs the EHC needs assessment, determining eligibility for SEN support.
2. Personalized learning plans: Assessment results help create tailored learning objectives.
3. Progress monitoring: Regular SaLT assessments track student progress, informing adjustments to SEN provision.
Collaboration and Communication
1. Inter-agency collaboration: SaLT assessments facilitate collaboration between education, health, and social care professionals.
2. Parental engagement: Assessment results are shared with parents/carers, ensuring transparency and involvement.
SaLT assessment & EHCP’s :
1. Section A (Views, interests and preferences): Parent/carer and child perspectives.
2. Section B (Special educational needs): Describing communication needs.
3. Section F (Special educational provision): Outlining required interventions.
4. Section G (Health care needs): Addressing medical/therapeutic requirements.
By Andrea Dixon-Boldy
