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SDP (School Development Plan)
A plan that includes a strategy for improving school and student
performance in identified targeted areas.
The child does not speak in certain situations e.g. school, but
can speak in others, e.g. home. Often psychological in origin.
Special Educational Needs
Special Educational Needs and
SENCO (Special Educational Needs Coordinator)
Identified person responsible for coordinating teaching and
learning needs, as well as key support services within a setting or
school for children with additional needs.
Sensori-neural hearing loss
A hearing loss arising from the cochlear and
8th auditory nerve.
The ability to place pictures, writing, events,
activities or thoughts in a logical order.
This is an earlier term for 'working memory'. The working memory
can be defined as the mental space in which we hold information for
a relatively short time while we do something with that
information. The term working memory makes it clear that there is
active processing taking place, such as the execution of
instructions or the addition of two numbers.
SLCF (Speech, Language & Communication Framework)
A clear and detailed framework of the skills
and knowledge in SLCN which are important for everyone who works
with children and young people. See the Communication Help
Point (External Website).
SLCN (Speech, Language and Communication Needs)
SLCN is an 'umbrella' term covering children who do not develop
speech and language as expected.
SLI (Specific Language Impairment)
A primary and specific, persistent receptive
or expressive language disorder/impairment, in the absence of any
other difficulties. It does not include children who do not develop
language because of intellectual or physical disability, hearing
loss, emotional problems, environmental deprivation or Autistic
Social and functional use of language
This can also be described as 'pragmatic'. It involves
understanding the meaning of words and the conventional rules and
hidden meaning in language: knowledge of the rules of conversation
and the ability to follow them, when to listen, take turns, etc.;
knowledge of social rules, how to gain attention and show empathy;
as well as the ability to interpret both verbal and non-verbal
rules of communication.
Social Communication Skills
The use of language in social situations,
including conversational skills and the understanding and use of
This is a visual representation of a person’s social
interactions and social links in a group over time.
Sounds that are made and combined in a set way to express
SSTM (School Support Team
In Worcestershire, there are termly planning
meetings between schools and outside agencies. At these meetings,
schools' needs are discussed and action is agreed.
A systematic method of teaching vocabulary (S
= Select; T = Teach; A = Activity; R = Review);
Contact: Language for Learning
(External Website) for details of training
Visual/auditory or kinaesthetic representation of a concept.
e.g. picture of an apple that represents an apple
© Worcestershire County
Council and Worcestershire PCT 2011.
Within the SLCN Pathway :
- The use of child/children
refers to children and young people
- The use of setting includes
childminders, children's centres, nurseries, pre-schools,
- The use of parents refers to
parents and carers.
Highlighting the importance of speech, language and
communication across the children's workforce and to enable
practitioners to access the best training and expertise to support
the communication needs of all children.
- Hello Campaign
Here you will find what the Hello campaign is all
- Language for Learning
Provides courses and resources for staff from Early Years to
Secondary Level and training and materials for trainers to deliver
these courses within their own Authorities
Speech and Language Therapy
Information from Worcestershire's NHS about speech and language
We are not responsible for the content of external sites.
This page was last reviewed 7 August 2013 at 9:22.
The page is next due for review 3 February 2015.