Benefits and Impact

I have had some thoughts about the benefits and the long term impact of 'bringingithome' - and here they are....

Potential Benefits

1.       Children attending primary schools in which trained teachers and other professionals practice have the potential to benefit directly from the 'bringingithome' training program due to, for example, early identification and support for speech, language and communication difficulties (SLCDs); the provision of a ‘communication rich’ learning environment.  A communication supportive environment in primary school enhances a child’s speech, language and communication at a crucial time and it may therefore be possible to minimise the effects of communication difficulties on children’s functioning and learning within the classroom setting (ICAN, 2006). 

2.       Staff in identified schools will benefit, directly and indirectly, from this proposed program, e.g. trained staff member/s putting knowledge and skills into practice, and sharing knowledge and skills with other staff in their school. 

3.       Schools, as a whole, will thereby potentially be better equipped to provide a ‘communication rich’ learning environment for all students.

Long Term Aim/Impact

In line with the goals of intervention detailed by the International Classification of Functioning, Disability and Health (ICF) (WHO, 2001), the training program/programs aim to:

a.       reduce the impact of a range of SLCDs on the functioning and participation of students in mainstream and specialist settings

b.       increase functional activity/skills and participation in children with these difficulties

c.        reduce, where possible, the negative consequences of difficulties by dealing with environmental factors that may contribute to these difficulties and increase the facilitators, e.g. staff who are trained to identify SLCDs and use targeted strategies to assist children with SLCDs

This may involve, for example:

1.       Identifying children with SLCDs, e.g. through a universal screening system for all children in the first two years of their education.

2.       Targeting specific groups of children for intervention appropriate to their needs delivered by trained school staff.

3.       Identifying children who require further intervention and/or onward referral