As a Special Education Director, I constantly seek effective strategies to support language development in children with special needs. One resource that offers valuable insights is "The First Words Language Programme" by Bill Gillham. This programme is specifically designed for teachers and parents of mentally handicapped children, including those with Down's syndrome, and focuses on fostering vocabulary and language development up to a one hundred single word level, with potential progression to two-word utterances.
The programme differentiates between language and speech, highlighting the importance of language comprehension. It provides a structured, step-by-step approach to speech development, emphasizing the selection of developmentally appropriate goal vocabulary and a blend of formal and informal teaching methods. Moreover, it underscores the significance of record-keeping and evaluation to monitor a child's progress accurately.
To implement this programme effectively, practitioners can adopt the following strategies:
- Assessment and Selection: Begin by assessing children to identify those who would most benefit from the programme. Select five to ten training words based on the child's developmental level and interests.
- Organized Teaching: Plan short, formal teaching sessions complemented by informal activities throughout the day. Utilize a variety of materials and engage in activities that incorporate the selected training words.
- Three Teaching Levels: Follow the programme's teaching levels—demonstrating, choosing, and using—to gradually increase the child's understanding and use of the words.
- Monitoring Progress: Keep detailed records of the child's progress, adjusting the teaching plan as needed. This evaluation helps in understanding the effectiveness of the programme and making necessary modifications.
While the programme offers a comprehensive framework for language development, it also acknowledges the need for adaptability and modifications based on individual children's responses. Therefore, practitioners should be prepared to tailor the programme to meet each child's unique needs.
However, it's important to note some limitations of the programme, such as the absence of explicit mention of reinforcement techniques and the participation of speech and hearing professionals. To address these gaps, practitioners may consider supplementing the programme with additional strategies that incorporate positive reinforcement and collaboration with speech and language therapists.
Ultimately, "The First Words Language Programme" serves as a valuable tool for educators and parents aiming to enhance language development in children with special needs. By implementing its strategies and adapting them as necessary, practitioners can make significant strides in supporting these children's communication skills.
To further explore this approach and its potential benefits, I encourage practitioners to engage in additional research and professional development opportunities. Sharing experiences and strategies with colleagues can also provide new insights and ideas for effective language development interventions.
To read the original research paper, please follow this link: The First Words Language Programme.
