Why a Speech & Language Unit?

The educational implications of a speech/language/communication disability should not be underestimated as it is well documented that children with language impairment are likely to encounter some degree of learning difficulty. This is almost inevitable in an environment which relies almost exclusively on oral and written language as the medium of instruction. While more multi-sensory, less language-dependent methods tend to be employed in mainstream foundation classes, the demands made on children, in terms of both oral and literacy skills, increase very quickly as the child progresses through school. In addition, the impact such difficulties may have on social and emotional development should not be underestimated, nor should the effect they can have on feelings of self esteem, peer acceptance and positive peer relationships. 

A Numeracy Class in Rainbow I (Infant Unit)

Many children with moderate speech, language or communication impairment can be educated successfully in mainstream classes. However, outcome is dependent on a range of factors. Some of these are intrinsic to the child, such as severity and pervasiveness of the disorder, social and emotional development, and cognitive ability. Other factors are extrinsic, such as teacher knowledge of speech and language delay and disorder, ability to differentiate the curriculum, size of class, and critically, the amount of access to a speech and language therapist.

Where the impairment is severe or pervasive in that it affects more than one aspect of language (for example, understanding of language structure, expressive language,  intelligibility of speech or the social use of language), it becomes much more unlikely that a child’s needs can be met fully in a mainstream class. Precious time may be lost and the risk increases, for those already in school, that they fall further and further behind their peers and develop undesirable secondary behaviour or emotional problems.

Such children flourish in a sheltered, structured environment where there is a high staff/pupil ratio. They need resident speech and language therapist and specialist teaching staff who are all aware of each child's specific language needs. This way every opportunity can be taken throughout the school day to promote, reinforce an d generalise their language learning.

Children with language difficulties need access to Early Years or National Curriculum delivered in a multi-sensory eay so that is not purely language dependent. They need opportunities to mix with main stream children, and above all, they need to receive praise for every small step of progress they make.

We firmly believe this is what the Rainbow Centre can offer.