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Study Skills for Students with SLCN: A Group Programme Supporting Young Students Through Revision and Exams book cover

1st Edition

Study Skills for Students with SLCN A Group Programme Supporting Young Students Through Revision and Exams

By Bhaveshi Kumar Copyright 2020
    148 Pages 107 B/W Illustrations
    by Speechmark

    148 Pages 107 B/W Illustrations
    by Speechmark
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    This highly practical resource has been designed to support professionals working with students who have SLCN (Speech, Language and Communication Needs) following a mainstream educational curriculum. Structured as a flexible 10-session programme, it takes a holistic approach to learning, encouraging students to take an active role in their studies by identifying individual learning strengths and building a "toolbox" of successful strategies for revision.

    With photocopiable pages and downloadable resources, the advice and skills explored in this programme can be adapted to suit students with a range of abilities and incorporated into a timetable that can be used flexibly, over as many weeks as necessary, with very little planning required.

    Sessions focus on:

    • Learning about revision and study methods, using a combination of visual, auditory and kinaesthetic techniques

    • Creating a study skills folder and revision timetable

    • Teaching command words (words used in exam questions) and exam preparation

    • Building healthy study habits and managing anxiety

    • Being proud of achievements and developing self esteem

    • Setting goals and becoming independent

    Created to support a range of students, including those with a known diagnosis of autism, developmental language disorder, dyslexia, dyspraxia and attention deficit hyperactivity disorder, this is an invaluable resource for all professionals looking to support young adults in the build up to exams.

    Acknowledgements  Foreword  Definition of Speech, Language and Communication Needs (SLCN)  The Context  Why teach revision and study skills?  SLCN - A Unique Set of Skills  The VAK Theory Visual (Looking), Auditory (Listening), Kinaesthetic (Doing)  Who will benefit?  Evidence base for teaching study skills  The 10 Session Program  Overview of Sessions  A SENCO's views  Parents and Carers  A Parent and Student's Views  Interview with Mia  Sonny's baseline assessment  Starting Point  Chapter 1  Session 1 Focus Defining Revision and Study Skills  Activity 1 Student Baseline Assessment  Activity 2 Why Study?  Activity 3 Revision Brainstorm  Chapter 2  Session 2 Focus Looking (Visual), Listening (Auditory), Doing (Kinaesthetic)  Activity 1 Study Skills Folder  Activity 2 How do I learn?  Activity 3 Choose one revision method to practice  Chapter 3  Session 3 Focus: Looking-Visual  Activity 1 Making a Flashcard  Activity 2 Flashcard Competition  Activity 3 Making a Mind Map  Chapter 4  Focus: Listenng-Auditory  Activity 1 Making a 'Mnemonic' - With Sounds  Activity 2 Record it  Activity 3 Discuss It  Chapter 5  Focus: Doing-Kinaesthetic Methods  Activity 1 Modelling Clay  Activity 2 The Word Walk  Activity 3 Using Mime and Gesture  Chapter 6  Session 6 Focus: Time and Time Concepts  Activity 1 The Time Game  Activity 2 Making a Revision Timetable  Activity 3 My Timeline  Chapter 7  Session 7 Focus: Exams and Command Words  Activity 1 Exam Words  Activity 2 Exam Words-Wordsearch  Activity 3 Multiple Meanings  Chapter 8  Session 8 Focus: More About Exams  Activity 1 The Exam and Access Arrangements  Activity 2 'Neurones that fire together wire together!'  Activity 3 Mindfulness Activity  Chapter 9  Session 9 Focus: Being Healthy  Activity 1 Healthy Habits Game  Activity 2 Healthy Habits Poster  Activity 3 Making a Smoothie/Salad  Chapter 10  Session 10 Focus: Evaluation and Moving Forward  Activity 1 VAK Recap  Activity 2 Student Evaluation - My Personal Plan  Activity 3 "Believe Everything is Possible"  Appendices  General Resources  Chapter 1-10 Resources  References

    Biography

    Bhaveshi Kumar is a Specialist Speech and Language Therapist working for Sussex Community NHS Foundation Trust, in Brighton, UK. She graduated from City University, London in 2002, gaining a Masters in Human Communication Science in 2007. In her career she has worked as an NHS therapist and an independent locum both in the UK and abroad.

    Bhaveshi works with a range of students who have speech, language and communication needs that are based in mainstream schools across Brighton and Hove. As part of a broad team linked to health and education services, a large part of her role includes supporting young people in schools and training education staff to deliver speech and language therapy plans and run targeted language groups based on students’ needs. She is a member of the HCPC and RCSLT, and the sharing and development of skills and expertise relating to SLT across clients, families, educators and health professionals has been an intrinsic part of her role since she qualified.

    "I believe that students with SLCN can be taught how to study and just like any other student they will learn skills... I think this resource is good for everybody not just SLCN students; it is adaptable and this is the key to it being a success."

    Shirley Suleyman, Assistant SENCO

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