SMART Target Examples for Speech and Language Disorder
in Irish Primary Schools
Speech and language disorders encompass a range of difficulties with speech production, understanding language, and using language to communicate. In Irish schools, students may present with expressive language disorder, receptive language disorder, verbal dyspraxia, or a combination. The NEPS guidelines include detailed case study examples for this condition.
Prevalence in Ireland
Approximately 5-7% of Irish primary school children have a speech, language, or communication need, with many receiving speech and language therapy through HSE services.
SMART Target Examples by NEPS Need Area
These targets are mapped to NEPS need areas and categorised by Continuum of Support level. Replace [student] with the student's name and [date] with your review date (typically 6-8 weeks).
Language & Communication
By [date], [student] will correctly use the past tense marker '-ed' in structured sentences on 4 out of 5 occasions during SET sessions, as recorded by the SET.
By [date], [student] will use a complete sentence of 5+ words to answer a question during class discussion on 3 out of 5 occasions, as observed by the class teacher.
By [date], [student] will follow a 2-step oral instruction without visual support on 4 out of 5 occasions during classroom activities.
By [date], when communicating with peers in a group context (e.g., Circle Time), [student] will slow their rate of speech and be understood by the listener on 3 out of 5 occasions.
Given an adjective, [student] will name 5 items to which the selected adjective could be applied, on 3 out of 5 occasions during vocabulary activities with the SET.
Literacy
By [date], [student] will clap the number of syllables in selected 2- and 3-syllable words with 80% accuracy across 20 words.
By [date], using the computer, [student] will write in sequence 5 simple facts about a story using capitals, full stops, and full sentences.
By [date], [student] will generate new words by adding the endings '-s' and '-ed' to base words with 70% accuracy in a written exercise.
Social & Emotional
By [date], [student] will initiate a conversation with a peer using a conversation starter card on 3 out of 5 occasions during structured activities.
By [date], [student] will contribute one idea during small-group discussion using a visual prompt, on 4 out of 5 occasions, as observed by the class teacher.
Attention & Concentration
By [date], [student] will listen to a short story (5 minutes) and answer 3 out of 5 recall questions with visual support.
Numeracy
By [date], [student] will use mathematical vocabulary (e.g., more, less, equal, total) correctly in oral explanations of their work on 3 out of 5 occasions.
Common Strengths
- Good non-verbal communication and body language
- Strong visual learning ability
- Kind and sociable disposition
- Good listening skills with visual support
- Willingness to engage in small-group activities
- Ability to follow routines once established
Common Needs
- Explicit teaching of vocabulary and language structures
- Support with expressive language - forming sentences and narratives
- Strategies for speech intelligibility in the classroom
- Visual supports to aid comprehension of instructions
- Targeted phonological awareness for literacy development
- Social communication support for peer interactions
Example SSF Phrasing
Copy-paste ready phrasing for the Strengths and Needs sections of the Student Support File.
Strengths Phrasing
- “[Student] communicates well using gestures and facial expressions.”
- “[Student] has a kind disposition and an outgoing, mature personality.”
- “[Student] has a good visual memory and learns well from pictures and demonstrations.”
- “[Student] follows classroom routines well and shows a willingness to engage with peers.”
Needs Phrasing
- “[Student] needs support to develop expressive language skills, particularly sentence structure and grammar.”
- “[Student] requires a slow rate of speech programme to improve intelligibility.”
- “[Student] benefits from visual supports to aid comprehension of multi-step instructions.”
- “[Student] needs targeted vocabulary instruction to increase word knowledge for curriculum access.”
Frequently Asked Questions
What are SMART targets for speech and language difficulties in Irish schools?
How do I write a Student Support File for a child with speech and language difficulties?
Should SLT targets be included in the Student Support File?
What classroom strategies help students with speech and language difficulties?
Official Irish References
Essential Guides
Related Conditions
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