Harry was four when his parents referred him to ITS. He appeared to have some speech sound difficulties and some unusual sentence construction. Harry had often had difficulties being understood by less familiar adults and some of his friends. His parents began to notice that this led to built up frustration resulting in episodes of difficult behaviour as well as affecting his attitude to learn.
As Harry reached school age. It became clear that these difficulties were going to interfere with his learning and his ability to keep up with the rest of the class. Harry benefited from the therapist combining both home and school visits enabling both his parents and teaching staff to support his speech intelligibility and respond consistently to his frustrated behaviour.
Through this consistent approach, Harry soon began to make changes to his speech sounds recognising that it was his sounds that needed to change, not the ears of his parents and teaching staff. Like many children Harry had previously relied upon familiar adults understanding him and therefore had no real incentive to change. Both his parents and teachers soon recognised that Harry was rarely frustrated anymore leading to positive behaviour and a desire to learn from new experiences.
His teachers reported that the strategies and support that the ITS therapists delivered directly into his curriculum and home, was felt to contribute to his rapid success. They preferred this to traditional methods experienced previously where speech sound programmes were carried out in isolation.
His parents agreed that by incorporating the therapy into their daily routines such as unpacking the shopping and playing speech games with his preferred toys, Harry was not made to feel different, which had been a concern of theirs particularly at school.
Harry is now able to access the curriculum at the level expected of his age. His literacy skills are developing well due to resolving his speech sound errors more quickly.
We genuinely believe that by working with the child holistically and considering all the environments for which they live and learn in, we can effect change quickly and reduce the difficulties which might otherwise might have impacted the child’s learning.
As Harry reached school age. It became clear that these difficulties were going to interfere with his learning and his ability to keep up with the rest of the class. Harry benefited from the therapist combining both home and school visits enabling both his parents and teaching staff to support his speech intelligibility and respond consistently to his frustrated behaviour.
Through this consistent approach, Harry soon began to make changes to his speech sounds recognising that it was his sounds that needed to change, not the ears of his parents and teaching staff. Like many children Harry had previously relied upon familiar adults understanding him and therefore had no real incentive to change. Both his parents and teachers soon recognised that Harry was rarely frustrated anymore leading to positive behaviour and a desire to learn from new experiences.
His teachers reported that the strategies and support that the ITS therapists delivered directly into his curriculum and home, was felt to contribute to his rapid success. They preferred this to traditional methods experienced previously where speech sound programmes were carried out in isolation.
His parents agreed that by incorporating the therapy into their daily routines such as unpacking the shopping and playing speech games with his preferred toys, Harry was not made to feel different, which had been a concern of theirs particularly at school.
Harry is now able to access the curriculum at the level expected of his age. His literacy skills are developing well due to resolving his speech sound errors more quickly.
We genuinely believe that by working with the child holistically and considering all the environments for which they live and learn in, we can effect change quickly and reduce the difficulties which might otherwise might have impacted the child’s learning.




