SPEECH AND LANGUAGE THERAPY
Work on language and communication skills is a focus of the whole school. Speech and language therapists work with teachers and support staff to help all pupils to develop their communication skills (including using visual support for language and communication where appropriate) across the week. Working in the classroom develops functional skills in pupils and promotes sharing of skills between therapist and the class-team.
Training staff and parents
Assessment / progress monitoring
In class support with communication
Demonstration of strategies
If you have any queries about Speech and Language Therapy at Durants please do not hesitate to contact the therapist at school: 0208 804 1980
Music therapy is the psychotherapeutic music through which a person can engage creatively in a process to further their emotional, cognitive, physical and social abilities. The use of music is founded on the principle that music is innate in us all regardless of ability and background. Music therapy is the development of a relationship between child and therapist where music making forms the basis for communication. It allows a child or adult to explore communication and express their feelings through sound and play. Music therapy can motivate the use of fine and gross motor skills and can extend focus of attention through engagement in an enjoyable, interactive activity. Music therapy can facilitate positive changes in behaviour and emotional wellbeing as well as increasing self awareness thereby enhancing the client’s quality of life. Within sessions generally both the music therapist and the client/s engage in musical activity; improvised and pre composed music. The therapist does not teach the client but responds musically to the client’s music thus supporting and encouraging exploration and communication.
Occupational Therapy at Durants School provides assessment, advice and intervention to address sensory processing difficulties, fine and gross motor skills and emotional regulation. Weekly individual intervention sessions are offered to identified individuals. Sensory Circuits, Sensory Diets or home programs are developed for pupils that receive individual intervention in order for indirect Occupational Therapy to continue after direct sessions end. Group sessions may be offered to identified pupils as part of a joint working initiative with other therapies.
The Sensory Profile School Companion questionnaire is completed by teachers for year 7 pupils. Recommendations are made by the Occupational Therapist, based on analysis of the questionnaire, to assist the staff to support individual pupils' sensory processing needs. The Listening Program is used under supervision of the Occupational Therapist with specified pupils.
Dance and Movement Therapy
The general aim when working with pupils is to facilitate within themselves an awareness of their inner resources, encourage communication and exploration of ideas and emotions, and to learn about themselves through relationships with another.
At Durants the current Dance and Movement Therapist works within a consistent structure that has a clear beginning, middle, and end sections, but retains as much fluidity and flexibility within those sections in order to respond accordingly to the child’s needs in the here-and-now. The current approach is person-centered where the primary aim is to use movement as a symbolic communication of the pupil’s current emotional issues and to address these issues within the session. For example, using tools of reflecting and mirroring, specific areas such as self-concept, body image, peer relationships, and parent-child dynamics can be addressed. Other tools that are employed include elements of sensory integration, intensive interaction, aspects of stylized dance, games, play, developmental movement observation and profiling, and the use of a variety of props and toys.