Patterns of Impairment

The Individual education plan (IEP) which is produced by the school and details the objectives for the child will need to specify ways in which pictorial and symbolic cues can be used to back up verbal explanations. Where there is a moderate or severe degree of language deficit it may also be necessary to adapt the content of schoolwork so that heavily language-based tasks or classes (for example, English) are significantly modified. It is worth noting that although number concepts are generally considered to be non-verbal, mental arithmetic (which forms a substantial and fundamental part of early years maths teaching) is a verbal skill and relies on memory and may therefore be very difficult for children with LKS. An additional unusual feature affecting some children with LKS is that spelling and writing skills that have already been acquired may be retained during an episode of regression, so that the child may still be able to write and spell words that they are not able to understand or produce in speech.

Impairment of verbal memory & auditory processing

Where the child has retained a reasonable level of language comprehension then the following will usually be helpful:

repetition of verbal instructions several times
preferential seating (that is, close to the class teacher)
reducing speech rate
reduce background noise and distractions
short and simple written (or symbolic) forms of communication where possible
break work down into small chunks
allow longer for the child to respond to questions
lower expectations for work subjects that are very reliant on verbal memory (for example, history, geography)
use of computers (supported) as the auditory requirement is minimal and there is good scope for visual cues using attractive graphics etc.

Note: It will almost certainly be necessary for a child to have one-to-one classroom support in order for these recommendations to be implemented.

Poor attention and concentration

Many of the recommendations from above will apply. In addition, these may also be useful:

a quiet and distraction-free classroom environment (as far as possible)
small class-sizes
structure the day so that tasks requiring most attention are scheduled for the time of the day when the child is most attentive (usually the morning)
give plenty of opportunity for positive feedback
ensure you have the child’s attention before presenting them with a task
organisational prompts, for example, to pick up worksheets, or take certain things to the next lesson
start with very short periods of sustained focus and gradually increase
reward periods spent concentrating on work with short periods of ‘relaxing’ with something the child finds easier and enjoyable (often a non-verbal task).