Speech & Language Therapy

Speech and Language Therapy at Rutherford School currently comprises one Clinical Specialist Speech and Language Therapist who works Mondays, Wednesdays and Thursdays.

The aim of Rutherford’s Speech and Language Therapy service is to pursue the right of every pupil to have an effective means of communication whatever their disability and to ensure that pupils are safe with regard to their eating and drinking skills.

Aims

  • To provide an appropriate level of advice for all pupils
  • To facilitate on-going development of an appropriate communication environment at Rutherford School.
  • To provide training and mentoring for staff to enable their performance in relation to speech and language skills.
  • To ensure children’s safety when eating and drinking by providing risk assessments and Standard Operational Procedures.
  • The aims and objectives of the Speech and Language Therapy service can be achieved by working in a collaborative approach with the pupil, education staff and the child’s family/carers.

Areas of Intervention

Areas of Speech and Language Therapy would include communication and eating and drinking. Communication is a very wide area and includes the following aspects which can require assessment.

Pre-verbal Skills – Including; play, attention, motivation, eye contact/eye gaze, anticipation, turn taking and cause and effect.

Verbal Comprehension – Including; the understanding of spoken vocabulary, key words, context and situation, signing and visual aids.

Expressive Communication – This may or may not include speech, it also refers to signing and the use of visual aids such as objects, photographs and symbols and will involve body movements and vocalisations. Some people are able to use visual aids on electronic devices which can be used as voice output devices.

Pragmatics – Involving how communication skills are used and how appropriately language skills are utilised.

Alternative and Augmentative Communication (AAC) –  Involving ICT skills and visual aids.

Short and long term aims for communication are embedded in the children’s I.E.P. Planning and liaison should be considered an integral part of effective treatment supplied by the Speech and Language Therapy Service.

All therapy led pathways are implemented holistically by multidisciplinary teams within the school.