Issue 21, Page 14-15: Modelling vs testing: When should we ask questions (test) and when should we model language?
When interacting with children we often find ourselves asking lots of questions e.g., “What’s teddy doing?” “How many cats are there?” This type of testing...
Read moreIssue 19, Page 8-9: Creating an inclusive communication friendly environment
“When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.” There has never been a better time to maximise opportunities...
Read moreIssue 19, Page 19: Ask a Therapist: Becoming a Communication Friendly School
QUESTION: What does it mean to be a ‘Communication Friendly Setting’ and how can I achieve this in my school?] ANSWER: A communication friendly school has...
Read moreIssue 19, Page 14-15: Parents: A crucial link in the communication chain
Every school desires to be a communication friendly environment, where the school community has optimised opportunities for listening, understanding, talking and taking part. It is...
Read moreIssue 17, Page 14-15: “The shoeness of a shoe”
Most people with learning disabilities have some speech, language and communication difficulties. These can be hidden or overlooked. Everyone needs to know what good communication...
Read more