presents
a
danger
of
tokenism
and
manipulation
that
is
greater
than
ever.
Harts
observation
of
more
than
two
decades
ago
remains
poignant:
Children
are
undoubtedly
the
most
photographed
and
the
least
listened
to
members
of
society
(Hart,
1992,
p.
8)
Lansdown
(2001)
identified
three
meaningful
approaches
to
childrens
participation,
all
of
which
have
a
place
in
our
work
with
children
with
speech,
language
and
communication
needs.
The
first
is
consultative
processes.
The
practitioner
chooses
a
salient
moment
to
consult
with
the
child,
for
example
at
an
initial
assessment
or
review.
The
second
is
participative
initiatives,
where
democratic
principles
operate
as
part
of
our
regular
work.
An
example
of
this
could
be
the
way
a
circle
time
is
conducted,
or
each
therapy
session
comprises
an
element
of
open
dialogue.
The
third
is
promoting
self
advocacy.
Assessment
for
learning,
work
on
metalinguistic
awareness
and
elements
of
personal
and
social
education
can
all
fall
within
this
approach.
The
SEN
and
Disability
Code
of
Practice
(2014)
is
underpinned
by
the
principle
of
due
regard
for
the
views,
wishes
and
feelings
of
the
child,
and
for
the
importance
of
the
child
participating
as
fully
as
possible
in
decisions.
Children
must
be
provided
with
the
information
and
support
necessary
to
enable
participation
in
those
decisions,
as
well
as
be
supported
in
their
development.
I
would
argue
that
the
onus
is
now
upon
practitioners
not
to
limit
what
possible
means
with
regard
to
childrens
participation.
How
do
children
know
what
they
need?
One
could
also
ask,
how
do
we
know
what
children
need?
Childrens
perspectives
can
shape
the
provision
they
receive
in
positive
ways,
for
example
regarding
the
deployment
and
practice
of
teaching
assistants,
or
regarding
goals
which
go
beyond
academic
targets
and
curriculum
access
to
address
social
aspirations.
The
Education
and
Health
Care
Plan
begins
with
a
section
collating
the
views,
interests
and
aspirations
of
the
child
or
young
person
and
their
parents.
A
one-page
profile
can
act
as
a
positive
starting
point
in
gathering
person
centred
information
about
the
pupils
needs
and
desires
for
this
and
other
SEN
planning
(Cheminais,
2015;
Sanderson,
2013).
It
is
relevant
to
consider
the
audience
for
the
document,
as
the
purpose
and
relationship
context
are
likely
to
matter
to
the
child.
Merrick
(2014)
used
a
scrapbook
as
the
basis
for
conversational
interviews
with
children
with
speech,
language
and
communication
needs.
Like
the
one-page
profile,
this
embeds
the
information
about
speech,
language
and
communication
needs
in
a
context
of
the
childs
strengths,
relationships
and
interests.
The
child
has
ownership
of
it,
however,
and
it
is
shared
on
their
terms
within
their
trusted
relationships.
A
Likert
scale
with
happy
and
sad
faces
is
commonly
used
with
children
of
all
abilities
to
frame
answers
to
questions.
However,
responses
on
a
scale
function
as
openers
to
further
conversation.
Answers
to
generic
questions
(e.g.
Do
you
like
reading?)
often
depend
on
contextual
and
contradictory
factors,
rendering
a
single
answer
rather
meaningless.
We
cannot
equate
simple
liking
with
approval,
or
dislike
with
having
a
negative
view.
To
use
Wares
(2004)
example,
having
a
negative
reaction
to
the
dentists
drill
is
not
incompatible
with
the
wish
to
go
to
the
dentist
again.
Moreover,
many
children
with
speech,
language
and
communication
needs
find
it
easiest
to
begin
with
a
description,
rather
than
a
summative
evaluation.
Merrick
and
Roulstone
(2011)
used
in-depth
interviews
as
an
alternative
method
of
exploring
the
views
of
children
of
communication.
This
led
to
the
development
of
picture
materials
and
guidance
for
interviewing
schoolchildren
with
speech,
language
and
communication
needs
(Merrick,
2014).
Below
are
six
precepts:
Be
informative:
Help
children
to
understand
who
you
are,
what
you
are
wanting
to
know
and
why.
Be
aware
of
the
setting:
There
are
obvious
power
differences
between
adults
and
children.
The
room
and
the
materials
available
all
send
signals
about
the
meaning
of
the
interaction
and
what
is
acceptable
to
say.
Have
an
open
mind:
Children
can
surprise
and
inform
us,
and
our
expectations
and
wishes
should
not
impair
our
ability
to
hear
their
perspectives.
Use
pictures:
Pictures
aid
intelligibility
for
both
parties.
Specially
designed
composite
pictures
(Merrick,
2014)
function
like
a
visual
questionnaire
to
allow
children
to
bring
their
own
perspectives
and
vocabulary
to
scenarios
at
school
and
at
home.
Merrick
also
discusses
how
childrens
drawings
can
be
used
in
interviews.
Ask
questions:
Merrick
gives
attention
to
the
art
of
questioning
and
the
way
to
elicit
a
valid
account.
Respect
autonomy:
Ethical
issues
are
discussed
among
other
things
around
childrens
right
to
silence.
When
seeking
to
talk
about
communication,
children
and
practitioners
may
use
language
in
different
ways.
As
a
speech
and
language
therapist,
I
might
speak
about
my
work
in
terms
of
speech,
language
and
understanding.
Yet
for
children,
these
words
have
connotations
with
microphones,
foreign
languages
and
sympathy/agreement
respectively,
far
from
the
associations
I
would
intend.
Words
that
children
have
used
to
talk
specifically
about
speech
and
language
impairment
include
the
more
generic
sounding
know,
talk
and
forget.
Thus,
we
must
be
aware
of
the
connotations
of
the
words
we
are
using
as
well
as
the
assumptions
we
are
making.
My
best
subject
is
art,
worst
subject
is
science.
[...]
The
words
we
have
to
say
like
solids,
opaque
and
stuff
like
that,
cos
I
cant
remember
all
of
them.
EMMA
All
the
time
we
have
to...
boring
bit,
boring
bit.
Have
to
listen.
Cos
you
dont
do
nothing
really,
you
just
got
to
be
quiet.
CALLUM
I
like
quiet.
Peace.
In
class
not
peace.
SOPHIE
McCormack,
McLeod,
McAllister
&
Harrison
(2010)
explored
childrens
experiences
of
speech
disorder
and
found
that
they
attributed
the
problem
either
to
their
speech,
to
their
listener
or
to
the
frustration
of
communication
breakdown.
Acknowledgment
of
the
negative
feelings
was
clearly
an
important
aspect.
Merrick
(2014)
found
that
childrens
accounts
of
communication
fell
into
three
types
of
discourse.
These
are
summarised
in
Table
1.
Discourse
here
refers
to
clusters
of
themes,
ideas
and
images
which
are
shared
through
use
of
particular
language.
The
discourse
of
impairment
was
about
individual
skills
and
abilities,
in
particular
difficulties
and
deficits.
It
referred
to
whether
you
use
speech
and
language
properly
or
not,
and
what
that
means
for
your
identity
(and
social
inclusion).
There
featured
comparison
to
others
and
to
what
is
considered
normal.
The
discourse
of
learning
was
about
communication
as
a
skill
to
master.
You
make
slips/errors,
forget/remember
in
the
process
of
learning
its
something
you
work
at.
You
are
shown
and
taught
how
to
say
things
and
how
to
solve
problems.
The
discourse
of
behaviour
is
about
communication
choices.
There
is
an
extent
to
which
you
are
in
control
of
the
way
in
which
you
communicate,
with
whom
and
about
what.
You
choose
what
to
cooperate
with,
and
when
to
be
good,
and
appreciate
having
the
freedom
to
act
autonomously.
The
significance
of
this
analysis
of
discourse
is
that
practitioners
may
enter
into
more
meaningful
dialogue
with
children
if
they
are
able
to
recognise
the
discourse
in
use
by
either
party.
In
the
example
below,
Declan
is
using
the
discourse
of
behaviour,
and
is
rejecting
of
the
discourse
of
impairment.
Declan:
I
dont
need
any
manners.
[...]
Its
just
manners!
Brother:
Declan,
its
the
way
you
speak.
Its
just
the
way
you
speak.
Declan:
[defensively]
Yeah,
what
about
it?
This
could
also
have
implications
too
for
our
dialogue
with
parents,
particularly
those
early
conversations
where
concerns
are
raised
with
the
object
of
discussing
needs
and
provision.
Each
discourse
has
its
advantages
and
disadvantages
for
social
identify
and
for
therapy.
To
summarise,
if
we
are
able
to
enter
into
a
dialogue
with
children
with
speech,
language
and
communication
needs
regarding
their
strengths
and
their
relationships
as
well
as
their
needs
and
wishes,
then
we
take
an
important
step
towards
facilitating
their
participation
in
decisions
about
the
way
they
are
taught
and
provided
for.
This
paper
has
presented
some
ideas
and
materials
that
have
proved
useful
in
achieving
this.
Children
shape
as
well
as
reflect
the
world
they
live
and
communicate
within,
and
we
serve
them
best
when
we
recognise
the
value
that
their
participation
has.
Talk
is
a
matter
of...
The
discourse
of
Identity
impairment
The
discourse
of
Skill
learning
The
discourse
of
Choice
behaviour
Difficulty
is
attributed
to...
Competence
is
attributed
to...
Help
consists
of...
Impairment
Strengths
Relationships
Making
mistakes
Making
an
effort
Being taught
Dissent
Being good
Rules
and
freedom
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