Helpline - Query of the month

Here we feature a query recently submitted to the Helpline. A new query will be featured every month, and previous queries stored in an archive.

Q. I would greatly appreciate your advice regarding obtaining a continuation of SLT services for our son. He is on the autistic spectrum and is nearly 4 years old. Last year he began to speak and has a wide vocabulary, but is reluctant to use words and express himself. He uses little or no communication and often needs prompting to use any words. I still feel he needs and would be benefiting from speech therapy, but as he did relatively well in an academic test of knowledge of language our SALT (from our local Child Development Centre) has written him off her books. I am dismayed as day to day he needs help to develop any social communication.

My question is - is his language development and development of use of language still the responsibility of the SALT? Or is it down to us as parents to try and develop his use of language in real life situations? His use of language is recognised as still being very limited. If it is still the responsibility of the SALT could we ask to see another one who perhaps might take more interest in developing him from where he is?

It would be most helpful if someone from AFASIC were prepared to advise me about the above matters.

A. A difficulty with social communication is as much an impairment as any other type of language impairment, and so very much the responsibility of a speech and language therapist (though in some circumstances much of the day-to-day intervention and support might be delivered by someone else under the direction of the SALT). We are therefore very surprised that your son was discharged by the SALT. It is possible that social communication disorders are not her particular area of expertise. We would recommend contacting the Manager of your local community speech and language therapy service to see what support they can offer you.

We would also suggest you give some consideration to other sources of support for your son. You do not say whether or not your son is at nursery, or what your plans are for him starting school. It is important to bear in mind that much of the support available for children with speech and language impairments is accessed through the education system.

Children who need extra help at nursery or school are described as having special educational needs (SEN) and there are three levels of support for them. Early Years or School Action is when children are given help from within the school or nursery’s own resources. Early Years or School Action Plus is when the school or nursery needs to involve support from other professionals, such as a speech and language therapist or educational psychologist. Children who need more help than the school or nursery can provide from their own resources should have a statement. If your son needs more than occasional speech and language therapy, which seems likely, he will probably need a statement.

All children with SEN should have an IEP (Individual Education Plan) issued by the school or nursery setting out what targets they are working towards, and what help they are giving to meet those targets. IEPs should be reviewed termly, in the case of a child your son’s age.

For more information about the SEN system, we recommend obtaining a copy of the SEN Code of Practice, which is the (statutory) guidance issued by the government to schools and local authorities. Copies are available free of charge by ringing 0845 602 2260 (England only).

For more information on any of these issues please contact the Helpline.

Queries from previous months can be viewed in our query archive.

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