Key Result Areas/Principle responsibilities Patient/client care: To have knowledge, experience and understanding of the strengths and needs of children, young people and adults with a learning disability with a variety of communication disorders in order to support their developing skills within educational settings, and their adult lives. To have knowledge and understanding of other areas of need that may impact on children, young people and adults with a learning disability with severe learning difficulties and/or ASC, such as physical disabilities, challenging behaviour and/or sensory needs and/or eating, drinking and swallowing needs (EDS), e.g. Dysphagia and/or Avoidant and Restrictive Food Intake Disorder - ARFID. To have knowledge and experience in supporting children, young people and adults with a learning disability with EDS needs or an interest in further developing these skills, in the childs/ service users home, work and education environments. To contribute to the development of specialist Speech and Language Therapy programmes and provision of appropriate evaluation of outcomes for the management of children, young people and adults with a learning disability and with complex needs. To contribute to service development for children, young people and adults with a learning disability that reflects the needs of the people, their carers/parents and considers the needs of other professionals involved in their care. To assess, interpret results and differentially diagnose the communication and the EDS needs of children, young people and adults with a learning disability on the caseload. To demonstrate skills in motivating clients and/or their carers to engage in the therapeutic process. To provide specialist advice and training to significant others e.g. family members, teaching staff and support staff as appropriate in the delivery of the service, in order that opportunities for communication and/or safe and enjoyable eating and drinking are identified, reinforced and carried over into everyday life. To produce meaningful and useful reports, when required, that summarise the child/ service users needs and indicate a proposed plan and monitoring arrangements, including reports submitted to Education as formal advice as part of the Education Health and Care Plan (EHCP) process, formal reports required for the mental capacity process. To be competent in understanding the process and deliver Education, Health and Care Plans according to the Special Educational Needs Code of Practice (Childrens Act 2014). To work closely with our Multi-Disciplinary Colleagues (MDT) and carers/parents involved in the care of children, young people and adults with a learning disability ensuring that holistic approaches are used, therapy programmes are focused according to main areas of need and managed effectively and in a timely way to improve outcomes. Setting and reviewing of individual outcomes collaboratively with members of the multi-disciplinary team, children, young people and adults with a learning disability and carers/parents to ensure outcomes have incorporated the children, young people and adults with a learning disability preferences and carers/parents preferences and that they are meaningful and functional. To demonstrate a high level of clinical effectiveness by use of evidence-based practice, SLT plans and outcome measures, which involve monitoring and reviewing the children, young people and adults with a learning disability s progress against the Speech and Language Therapy plans and outcomes set. To have knowledge and experience of using clinical interventions such as MAKATON, PECS, VERVE, Attention Autism, Intensive Interaction and Alternative and Augmentative Communication systems (AAC). To be able to support others to develop skills in these interventions, including devising and delivery training presentations/workshops. To demonstrate empathy and adapt practice to meet individual clients circumstances. Ensuring that effective communication is achieved particularly where barriers to understanding exist, including due regard for cultural and linguistic differences. To reflect on clinical practice both individually and with peers identifying strengths and needs and providing evidence of sound clinical judgements To effectively work with a range of professionals and ensure work undertaken is suitable to their level of skills, knowledge and expertise and measuring effectiveness and quality through regular observation, supervision and appraisal. To identify/coordinate and provide regular specialist training both for educational and care support staff groups, parents and the Speech and Language Therapy team on a range of topics that will support the development of the children and service users on the case load and SLT team members professional development. To contribute to the induction of new members of the team. To keep up to date with current clinical developments through reading, attendance at courses, meetings and Hubs and share this information with other colleagues. Information resources: To maintain childrens clinical notes in line with the organisations Standards and Policy. To carry out administrative duties including data collection; managing appointments and maintaining general equipment. To maintain up to date records of annual leave and other absence. Research and development: To contribute to audits and the design and interrogation of data in order to inform the evidence base for clinical effectiveness with this client group (complex needs population with SLCN and EDS, and adults with a learning disability). To evaluate the effectiveness of the training provided. Understand, plan, do and review the service that you are providing. To contribute to action research design and outcome measurement in the area of SLT delivery to mainstream settings. Freedom to act / decision making: To manage a complex case load (with support from the Band 7 Speech and Language Therapist and Principal SALT (Nds), advising Team Leads of shortfalls or difficulties as they arise and identify initiatives / plans in order to manage these shortfalls or difficulties and contribute to decision making for future service developments. To work flexibly and collaboratively in a special educational environment, in people homes, day services and work places in response to service demands and to contribute to interagency team building. To be accountable for own professional action and recognise own professional boundaries through interpretation of clinical and professional policies. Communication and working relationships: To ensure effective links with Team Leads in order to maintain and develop service objectives/initiatives and to advise on issues of service delivery, including shortfalls, service pressures, etc. To understand Your Healthcare objectives, ethos and aspirations for the future and to develop organisation wide working relationships. To attend supervision sessions organised for speech and language therapists in order to receive support to ensure there is opportunity for reflective practice. To attend meetings (i.e. team and clinically specific focused) and in-service training as required To work effectively within multi and uni-disciplinary teams i.e. teaching staff To work collaboratively with and to contribute to interagency team building where necessary e.g. Education and Social services and tertiary services. To identify own training needs as part of Continuing Professional Development Plan in discussion with team lead and to participate in training as appropriate. To participate in appraisal and ensure that the objectives set reflect the organisation and service plan and identify personal development objectives. To demonstrate the ability to start negotiating and manage conflict when it occurs and given the specific challenges of working within an educational environment, generating potential solutions, seeking advice is necessary. To share information and seek supervision, where necessary, with regard to safeguarding concerns