Speech and Language Difficulties: What Parents Need to Know (and ask)
- Rebekah Advocate
- Oct 5
- 3 min read
For many parents, one of the most frustrating parts of the SEND journey is navigating speech and language difficulties. It often feels like your child’s needs are misunderstood, ignored, or watered down in school. Reports arrive full of jargon, EHCPs can be vague, and parents are left wondering: Is my child really getting the right support?
I want to share what I’ve learnt — both as a parent and through years of supporting other families — about what you should expect, what should be written into your child’s EHCP, and what questions to ask professionals.
---
Common Speech and Language Diagnoses You Might Hear
Speech Sound Disorders / Phonological Disorders: These are difficulties producing and organising speech sounds. With the right, intensive therapy, these can improve. They don’t “just go away” with a few classroom interventions.
Childhood Apraxia of Speech (CAS): Despite its name, this isn’t something children “grow out of.” CAS is a neurological motor planning disorder. Children need very high levels of specialist SALT input, daily practice, and embedded over-learning.
Developmental Language Disorder (DLD): This affects how a child understands and uses language. It impacts social communication, learning, and often literacy.
Each of these needs different approaches — but they all need expert SALT involvement and well-trained school staff.
---
Why Early and Intensive Support Matters
Without proper intervention, children may:
Remain minimally verbal or have speech that is hard to understand.
Struggle with blending sounds, impacting literacy development.
Fall behind socially and academically, leading to frustration and emotional distress.
Progress is possible — but only with regular, targeted, evidence-based therapy. Occasional group sessions or vague classroom strategies aren’t enough for complex speech needs.
---
What Parents Should Look For in Reports and EHCPs
Here are key things you should check:
1. Specific Provision, Not Vague Statements
❌ “Child will have access to SALT support.”
✅ “Child will receive 1:1 SALT for 30 minutes, three times per week, delivered by a qualified Speech and Language Therapist, with daily 10-minute practice sessions embedded by a trained TA.”
2. Clarity on Who Delivers Support
Direct therapy must be with a qualified therapist.
Teaching Assistants (TAs) can deliver programmes — but only if trained and supervised by SALT.
3. Quantified Hours of Therapy
For diagnoses like CAS or significant phonological disorder, you should expect 20+ hours of direct SALT annually as a minimum, not counting embedded school support.
Provision should also cover holiday/half-term continuity for children under 7.
4. Integration with Literacy
SALT input should not stop at speech alone. Reports should address phonological awareness, oral motor skills, and the link to reading/writing development.
5. Embedded Over-Learning
Daily short sessions in class, homework packs, and practice routines at home should all be written in.
---
Key Questions to Ask Your Child’s SALT or School
What is the exact diagnosis? (Don’t settle for vague labels.)
How many 1:1 SALT sessions will my child receive per week?
What training will the TA or school staff have?
How will progress be measured — and how often will this be reviewed?
How are oral motor skills and literacy needs being supported?
Who is checking that strategies are being carried over into the classroom?
---
What Training Should School Staff Have?
Ideally, TAs supporting your child should have:
Elklan training (speech and language support training for schools).
Colour Semantics training for building vocabulary and sentence structure.
Specific training from your child’s SALT on how to run practice sessions (not just being “handed worksheets”).
---
The Reality of NHS SALT (and Why Parents Must Push)
Right now, NHS waiting lists for SALT are long. Therapists are under pressure and many are told not to include literacy interventions, or to scale back once children reach Year 1. This means parents often have to fight for provision to be written into an EHCP — and legally, the LA must deliver what’s in Section F.
---
Final Thoughts
If your child has a speech and language diagnosis — whether CAS, a phonological disorder, or DLD — please know:
They can make progress.
It is not “too much to ask” for intensive, specialist therapy.
A legally robust EHCP can secure this support.
Don’t be afraid to ask direct questions, request clarity, and push for specific, quantified provision. You are your child’s voice when theirs is not yet heard clearly — and with the right support, that voice can grow stronger every day.
Please do get in touch for more support surrounding speech and language support, the all important draft EHCP checking service also helps to secure all thats required for your child.
Comments