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(Health and Social Services Committee \
HSS-05-02\(p.1a\))Tj
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(Date )Tj
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(14 February 2002, 2.30 to 4.35pm)Tj
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(Title)Tj
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(Response from Afasic)Tj
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(Afasic: Charity providing information and support to families of childre\
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(communication difficulties)Tj
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EMC
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(Response enclosed from Local Gwent branch of National Afasic Charity, co\
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(Council areas of Newport, Blaenau Gwent, Monmouthshire, Torfaen and Caer\
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(The group has met and received many comments from its membership, which \
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(discussed re. enclosed response.)Tj
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(The current membership of the group is 83, made up of parents and associ\
ated professionals ie. )Tj
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(Specialist Teachers, Nursery Nurses and Speech & Language Therapists. Th\
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(parental contacts for information on an ongoing basis to who we provide \
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(information that they may need.)Tj
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(The children known to our group are those within the broader autistic sp\
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(relating to speech/language and communication difficulties which affect \
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(earlier, needing specialist support to access education and the curricul\
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(input to attain academically and achieve social, language and life skill\
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(1. The early identification and diagnosis of special health needs )Tj
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( )Tj
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( )Tj
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(Well resourced pre and post natal support to parents and babies)Tj
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( )Tj
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( )Tj
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EMC
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(Support and mentoring services for families at early stages of identific\
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EMC
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( )Tj
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(Monitoring package from point of contact through to cover all agencies: \
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(Data base information available between agencies to ensure cohesion of s\
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(Statutory framework for assessment for all agencies, so that the impact \
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( )Tj
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(Children with language delays are not accessing multi disciplinary asses\
sments which are causing )Tj
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(delays in diagnosis and are not all accessing child development teams wi\
thin Social Services )Tj
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(Departments.)Tj
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( 2.)Tj
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( )Tj
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(The Provision of information to parents/guardians)Tj
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( )Tj
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(There is a need for sharing of information between all parties with prof\
essionals giving more )Tj
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encies and voluntary )Tj
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(organisations.)Tj
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EMC
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(Taking time to evaluate the parents' contribution and experiences and ho\
w they may be best )Tj
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(supported.)Tj
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( )Tj
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(Children with language difficulties may be labelled with global developm\
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(tendency/moderate learning difficulty until adequate formal assessment s\
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(Parents are therefore left in the dark as to what the child's needs are \
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(at an early age.)Tj
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EMC
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EMC
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( )Tj
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(Parents also need interpretation/explanation of reports and assessments \
and the opportunity to )Tj
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(present and discuss their own views and have them valued on an ongoing b\
asis to provide )Tj
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(continuity of care and support.)Tj
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EMC
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( )Tj
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(Social Service Departments issue children's services plans and Education\
Departments have )Tj
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(booklets, however their distribution/content varies between authorities.\
)Tj
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EMC
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( )Tj
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EMC
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(LEAs must under existing code of practice 1996 Education Act provide par\
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T*
(about organisations that may help them and also their contracted parent \
partnership scheme of an )Tj
T*
(independent named person who can help them with information regarding th\
e child's special )Tj
T*
(educational needs assessment, however parents question the independent n\
ature of this since )Tj
T*
(funding is given through GEST directly to LEAs and in the case of Monmou\
thshire LEA it was )Tj
T*
(recently highlighted that funding received for such purposes was used al\
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EMC
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(There must be ring-fenced funding available with clear guidelines and mo\
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(accountability of such public funding schemes.)Tj
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( )Tj
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(The need for overlap of service information between agencies involved in\
dicating services )Tj
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(available overall support mechanisms to support the child from early on \
until adulthood and )Tj
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(throughout adulthood if applicable.)Tj
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EMC
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(3. The co-ordination of care)Tj
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( )Tj
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( )Tj
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(Communication and co-ordination between providers is poor.)Tj
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(There is a need for information on the mapping of strategic child partne\
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(Poor links between NHS/GP/LEA/Social Services and Schools with parents o\
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0 -1.2 TD
(ordinator.)Tj
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EMC
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(There is sometimes unethicial practice of not fully identifying the chil\
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(resource implications although ethical codes of practice guidelines reco\
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(in detail and forms the ideal of identifying the child's needs as a whol\
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EMC
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(Where good ethical reporting takes place LEA's may not be willing to acc\
ept full )Tj
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(recommendations because of resource requirements which may be affected b\
y placement and )Tj
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(parental choice.)Tj
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(Parents sometimes have to pay for 2)Tj
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( opinions to provide case for care packages and educational )Tj
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(input)Tj
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(Shared funding of overlapping services with future planning needs to be \
in place )Tj
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(Training and awareness of disabilities inter agency working needs to be \
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(Again, early identification, key workers, strategic planning, framweork \
for assessment and )Tj
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(ongoing monitoring, with all agencies working together with families and\
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( )Tj
ET
EMC
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(Are GP's and Health Visitors \(who are more often than not the first poi\
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T*
(that they have anything to offer the child when medication is not the an\
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ET
EMC
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( )Tj
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EMC
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( )Tj
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(There is evidence, long term, that Gwent Health Authority has failed to \
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T*
(paediatric therapy services, and these has also been non compliance with\
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T*
(SEN.)Tj
ET
EMC
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( )Tj
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EMC
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(Gwent Speech and Language Therapy service waiting list: June 2001: 1840 \
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T*
(initial assessment and treatment alongside those already in the system.)Tj
ET
EMC
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(November 2000 SALT caseloads in Gwent where 1:280 children The National \
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T*
(from Royal College of Salts' being 1:140 children. This has consequently\
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T*
(therapist in special needs units, mainstream schools to deal with waitin\
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EMC
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( )Tj
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EMC
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(both the Health and Education Depts highlighting their concern and advis\
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T*
(difficulties.)Tj
ET
EMC
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( )Tj
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EMC
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(Lack of investment career structures within the paediatric therapy servi\
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T*
(and retention of staff has now escalated to crisis point.)Tj
ET
EMC
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( )Tj
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(There are limited specialist resource bases in schools for e.g. Autism, \
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(educational/behavioural problems.)Tj
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EMC
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( )Tj
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EMC
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EMC
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(Classroom support Assistants and Educational Psychologists. )Tj
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EMC
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( )Tj
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EMC
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(Not all children are accessing their therapy needs because of eligibilit\
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T*
(placements and there are children who are accessing services whilst othe\
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ET
EMC
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(5. Support for families and other carers )Tj
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EMC
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T*
(offer for families and siblings other than voluntary support mechanisms.\
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T*
(not make provision for the same reasons and families have to be self rel\
iant for support.)Tj
ET
EMC
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(l)Tj
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( )Tj
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EMC
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(Voluntary organisations have to vie for funding and are dependent upon e\
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T*
(mechanisms etc.)Tj
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EMC
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( )Tj
ET
EMC
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/T1_2 1 Tf
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(There are no child mental health services for these very vulnearble chil\
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T*
(who have to cope without support.)Tj
ET
EMC
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(6. Equipment and other social services needs )Tj
ET
EMC
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/T1_2 1 Tf
( )Tj
ET
EMC
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(Speech and Language Therapy as previously highlighted is a scarce resour\
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T*
(can be delays in diagnosis , intervention therapy, monitoring and worst \
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T*
(not being picked up with resulting burdens within classroom settings for\
the child, other children )Tj
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(and teaching staff.)Tj
ET
EMC
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(l)Tj
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( )Tj
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EMC
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(Co-ordination/funding varies between authorities with post code services\
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ET
EMC
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(l)Tj
/T1_2 1 Tf
( )Tj
ET
EMC
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(Means testing for eligibility of services / equipment is not in the Chil\
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T*
(profile of immediate need should be first consideration. )Tj
ET
EMC
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(7. Children with special educational needs)Tj
/T1_2 1 Tf
( )Tj
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EMC
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( )Tj
ET
EMC
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(Gwent has a number of language and communications or autistic units howe\
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T*
(has a full time speech and language therapist other have limited input d\
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T*
(availability through health. )Tj
ET
EMC
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(l)Tj
/T1_2 1 Tf
( )Tj
ET
EMC
/LBody <>BDC
BT
/T1_2 1 Tf
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(Gwent has a S.L.I.P.S service to children with speech/language/communica\
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T*
(delivers support to mainstream children although it is under-resourced a\
nd again dependant upon )Tj
T*
(availability of therapy input. )Tj
ET
EMC
/Lbl <>BDC
BT
/T1_1 1 Tf
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(l)Tj
/T1_2 1 Tf
( )Tj
ET
EMC
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(There is considerable need for Specialist advisory training for both spe\
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T*
(therapists and teachers.)Tj
ET
EMC
/Lbl <>BDC
BT
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(l)Tj
/T1_2 1 Tf
( )Tj
ET
EMC
/LBody <>BDC
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/T1_2 1 Tf
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(There needs to be early years initiatives focusing on Social use of lang\
uage and communication )Tj
T*
(skills for children aside from curriculum requirements and this needs to\
be in place for children to )Tj
T*
(access the curriculum effectively. )Tj
ET
EMC
/Lbl <>BDC
BT
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(l)Tj
/T1_2 1 Tf
( )Tj
ET
EMC
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/T1_2 1 Tf
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(Children who have communication difficulties need an alternative curricu\
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T*
(main areas of difficulty i.e. communication skills, Living skills, copin\
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T*
(support mechanisms.)Tj
ET
EMC
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(l)Tj
/T1_2 1 Tf
( )Tj
ET
EMC
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/T1_2 1 Tf
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(Funding of therapies needs to be clearly defined and resourced according\
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T*
(effective services, with complete collaboration between agencies. )Tj
ET
EMC
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(8. Good practice )Tj
ET
EMC
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( )Tj
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(There needs to be adequately resourced funding with incidence planning b\
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(Clear statutory guidelines for agencies, that are monitored and accounta\
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(effectiveness for children with agreed point of delivery of optimum serv\
ices at grass roots level.)Tj
ET
EMC
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(The group would be prepared to give oral evidence and other written subm\
issions re waiting list )Tj
T*
(initiatives and information that is available to them on a personal basi\
s.)Tj
ET
EMC
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( )Tj
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(Hazel Lamrick \(local group secretary\))Tj
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( )Tj
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