over the growing number of teaching assistants working with children with SEN, without a similar increase in expertise. This applies to training and qualifications for staff working with children with communication disabilities. The Joint Professional Development Framework (JPDF); a framework for collaborative training has been available for a number of years, which has been used in joint training initiatives in areas across the UK. There is evidence that training support staff and teachers in aspects of speech, language and communication can result in improved adult skill and enhanced pupil outcomes. Training where different professionals learn together has been identified as the most effective for changing teacher behaviours and has the
greatest impact on learners. The Communication Trust emphasises the importance
of developing the workforce to develop and support communication for all children and young people. The Trust has developed the Speech, Language and Communication
Framework (SLCF), which is an extension of the JPDF. It is a competency based framework, enabling those working with children to identify the skills and knowledge they have and those which they need to develop in order to support the
communication of all children, including those with SLCN. Staff can then find information on CPD opportunities to meet their needs. They have also developed Communication Help Point, a website to support the children’s workforce in
understanding SLCN. A number of relevant resources are available to support staff in
understanding speaking and listening skills, and implementing strategies within the classroom. The Language Support model was developed as part of a major
research project. The newly developed Inclusion Development Programme supports professional development, in schools for children with SLCN. I CAN is also developing
Primary Talk a programme supporting systemic change within schools to support the communication skills of all children; supporting those children with delayed language to ‘catch up’ and children with long-term communication needs to work to
their potential. It is clear that staff training and development need to be part of long-term strategic planning. It is recognised also that developing the workforce would mean a radically increased investment in training so that outcomes are improved for children with SEN, including those with SLCN.
Communication supportive environments
It is argued that school is the best place to support school aged children with SLCN. The majority of children with SLCN are in mainstream schools,136 but there is concern
children’s SEN are not always being met through this inclusive approach.
A strategic approach that a number of LAs and schools have adopted has been to raise knowledge and awareness of speech, language and communication difficulties amongst all staff and through this to create a learning environment and school ethos that is ‘communication friendly’. Some individual LAs have developed their own standards and processes and other publications contribute to this approach. Many successful approaches include a ‘package’ of training for school staff with support in implementing a range of strategies