Page 38 - PSPS: A Training guide

Recommend Speech and Language Therapy:
This may involve referring the child to a speech-language therapist who can work with
them to improve their communication skills. The therapy sessions can focus on areas
such as articulation, language comprehension and expression, social communication,
and pragmatics.

Collaborate with Speech-Language Therapists:
Educators/transition professionals can maintain close communication and
collaboration with speech-language therapists. This collaboration ensures that the
child's therapy goals and strategies align with their transition needs. Regular meetings
and information sharing between the educator and speech-language therapist are
vital for consistent support and progress monitoring.
Educate Families:
Educators/transition professionals can provide families with
information and resources to help them understand their child's communication
needs. This includes explaining the nature of the communication disorder, discussing
the recommended interventions, and offering guidance on accessing appropriate
services and supports. Educators/transition professionals can also connect families
with support groups or organisations that provide additional information and
assistance.
Provide Training and Workshops:

Educators/transition professionals can organise training sessions or workshops for
teachers and other school staff. These sessions aim to enhance their understanding of
speech and language disorders, effective communication strategies, and the use of
assistive technology or alternative communication systems. Equipping educators with
knowledge and skills, empowers them to support students with speech and language
disorders effectively.

Facilitate Peer Education:
Educators/transition professionals can facilitate peer education programmes to foster
understanding and acceptance among classmates. These programmes can involve
educating peers about communication difficulties, promoting empathy and inclusion,
and providing strategies for effective communication and social interactions with their
peers who have speech and language disorders.

Children with sensory impairments may have challenges sensory processing or
accessing information. These children may require assistive devices to help them
participate fully in activities. Families of these children may need support in accessing
resources and services to help their child thrive.
As a professional involved in transitions, you can:

Collaborate with the school to create sensory-friendly spaces where a
child can retreat when feeling overwhelmed or overstimulated.

Develop sensory plans in collaboration with occupational therapists,
which outline specific sensory activities and strategies to help the child
self-regulate during the school day.