Issues in Depth: Speech and language development for
children with Down syndrome (birth to teenage years)
This page provides the planned programme and session
summaries for the Issues in Depth - Speech and language
development for children with Down syndrome training
course.
Introduction
This training course provides a range of keynote and a series
of parallel workshops covering the wide range of issues
affecting the development of infants with Down syndrome.
Each workshop aims to provide practical approaches to
promoting development, presenting evidence-based strategies and
techniques wherever possible.
Parallel sessions
Delegates may select from the parallel sessions to tailor the
course content to best meet their needs. We recommend that
organisations consider sending two members of staff so they can
attend all parallel sessions to ensure full coverage of all
issues raised.
Please note: delegates will receive a course booklet that
will include summaries of the content of all parallel sessions,
not just the ones attended.
Programme
Content of each session
Keynote
1. What does research
tell us about the specific speech and language needs of children
with Down syndrome? Overview and implications for effective
therapy from birth to adult life
- A summary of the research findings on the specific
developmental profile associated with Down syndrome
- A summary of the specific speech and language profile
associated with Down syndrome
- The implications of this profile for planning therapy
programmes
- Research evidence for the effectiveness of this approach
for improving the speech, language and cognitive progress of
children with Down syndrome
Parallel workshops
2a. Developing
communication skills and addressing social communication
difficulties
- Working with parents - laying the foundations for
communication in the first year
- Key non-verbal communication milestones
- When do we first see social communication difficulties?
- Can we accurately diagnose autism - is it being overdiagnosed?
- Addressing social communication issues
- Social communication issues for teenagers
2b. The effective
use of signing
- What is the evidence for the benefits of signing?
- What can we learn from experts in deaf sign about how to
use sign effectively?
- How do we ensure signing is matched to individual needs?
- Can signing be overused?
- Signing as a bridge to talking
3a. Teaching
vocabulary and grammar
- The evidence that vocabulary and grammar need to be
taught
- The evidence that grammar development is linked to
vocabulary development
- Materials to support and record progress with vocabulary
- Materials to support and record progress with grammar
- Closing the gap between comprehension and production in
expression
3b. Improving
working memory
- What do we know about working memory?
- The links between speech and language development,
reading progress and working memory development
- Research into improving working memory for children with
Down syndrome
- Strategies for developing verbal and visual short-term
memory skills
4a. Teaching
reading to teach talking
- The evidence for visual learning strengths and using
print to teach talking
- The role of reading in developing vocabulary, grammar
and speech intelligibility
- When to start and how to introduce print
- see and learn materials available to support
this approach in preschool years
- Using reading activities to continue to develop speech
and language at all ages
4b. Models of
working in preschool years - training and supporting parents
- What does research say about effective early
intervention?
- How do we work effectively in partnership with parents?
- Ways to inform parents or train parents?
- How do we enable parents to be the therapist?
- The role of group based therapy sessions
- Working in early years and preschool settings
5a. Developing
speech-motor skills and intelligible speech
- How do speech-motor skills develop for all children?
- What is happening in the first year of life?
- What is the link with oral-motor skills?
- Implications for early intervention to develop
intelligible speech?
- Working on speech-motor skills and intelligibility
across the age range
5b. Models of
working in school years - training and working with learning
support assistants and parents
- What is the most effective way to work in school years?
- a model for good practice?
- Training for teachers and support assistants
- Setting targets and modelling activities - linking
activities with the school curriculum
- Linking activities with literacy work
- Keeping parents involved and informed
Please note: Down Syndrome Education Internationalreserves
the right to alter this planned programme and the content of
each session, if necessary, in order to provide the best
possible service to the delegates booked into any one training
event.