Who can we help?

Although many children who are not developing at the same rate as their peers would undoubtedly benefit from the type of environment and multi-sensory teaching methods we offer in the Rainbow Centre, our particular expertise lies in helping children who have been diagnosed as having a primary speech, language or communication disability with at least average non-verbal abilities.

Such children may have a range of difficulties. Some will have a pervasive disorder which affects both their receptive and expressive language and their social communication. Even where only one aspect of language is severely impaired in a child, such as their speech (i.e. their sound system, or their ability to articulate or plan the sequence of sounds in words), this is likely to have a knock on effect on other aspects of their language. For example, a child with phonological processing difficulties or a past history of speech problems will frequently have difficulty learning to read and spell. A child with verbal dyspraxia or a phonological disorder, will typically simplify the grammatical structure of their language in an attempt to get their message across. Similarly, a child with comprehension difficulties who does not have social communication difficulties per se, may well have problems interacting appropriately with their peers. In the older child, higher level comprehension difficulties will affect their understanding of what is not stated explicitly (inference), of figurative language such as idioms, puns and jokes, all of which again can have a marked impact on their ability to socialise successfully.

An effective way of looking at how these different aspects of language can impact on each other can be seen in the diagram by Bloom and Lahey (1978) where the three components of language are depicted as inter–locking circles; Form being the way we organise and structure the words we say to enable meaning to be clear (i.e. speech and grammar; Content being the meaning we are trying to convey in a message through the vocabulary we use and the relationship between the words we use in sentences (i.e. semantics); and Use refering to both the functions/reasons of communication and how communication varies according to the social context in which it takes place.

The interaction of content / form / use in language. Bloom and Lahey 1978

In addition to having difficulty with one or more of these language components, children in Rainbow classes may have additional difficulties such as poor attention control and difficulties with self regulation, auditory short term memory problems, visual-spacial or fine/gross motor coordination problems.

Catering effectively for children with such diverse needs requires a high level of knowledge from all the staff. It requires very close liaison amongst all the professionals involved (teachers, SLT, educational psychologist, support staff) to ensure that all are aware of each child’s specific needs and their individual programmes. This way every opportunity can be taken throughout the day to support and foster each child’s cognitive, language and social development.

Rainbow Classes and Beyond

Because of the high teacher/child ratio in the two Rainbow classes and the nature of the ERS main school, we are able to take a fairly flexible approach when considering what provision would be most suitable for your child. While normally we accept children in Rainbow I who are between 4 and 6 years of age, if it is felt that a slightly older child would benefit from more time there, this will be considered, as long as it is not detrimental to the other children in the group. In the same way, it may be possible for a child from Rainbow II (typically between the age of 7 and 9 years) to remain a further year in that class.

All Rainbow children integrate with the mainstream for certain non-academic activities, but we may also be able to offer a flexible solution should a child demonstrate a particular strength in a subject, allowing him/her to attend certain sessions within the main school.

Transition

There are no plans at this stage for a senior language unit as it is envisaged that by the age of 10, or earlier if at all possible, Rainbow children will move to either a blue or green band class within the main school, depending on the level of support they need. For more information on Egerton Rothesay main school please click here. Should it become apparent at any stage that a child has more global learning difficulties rather than a primary language disability, there is the possibility of transfer to the John Adkins Centre which focuses on children with borderline moderate learning difficulties.