Issue 23, Page 8-9: Self-care rules!
In education we are great at looking after other people. We look after the children, other staff, sometimes the parents too. But how well do...
Read moreIssue 23, Page 7: One TA to another – Where do TAs come from?
Is there any other profession that is arrived at from such varied routes? The TA was first introduced in the 1960s and the original ‘mum’s army’...
Read moreIssue 23, Page 4-6: Words matter – Strategies for teaching vocabulary for pupils with Developmental Language Disorder
What is Developmental Language Disorder? Developmental Language Disorder (DLD) is a type of speech, language, and communication need (SLCN) that affects the way that children understand...
Read moreIssue 23, Page 3: The Link Live 2022 review: Something for everyone
Now CPD Accredited Friday 11th March – what a day! With 450 delegates registered, we know that at any one time there were nearly half of...
Read moreIssue 23, Page 18-19: Ask a Therapist: Intervention tips
QUESTION: “My speech and language intervention isn’t going as well as I expected. What should I try?” ANSWER: With the best of intentions, we often can’t...
Read moreIssue 23, Page 16-17: Bubbles of Grief
Every child brings an energy and vibrancy to a school classroom - and each can be celebrated for their own unique strengths. But having a...
Read moreIssue 23, Page 14-15: TA Networks – Building Specialist Learning Journeys
When I graduated with a degree in Psychology, all I knew was that I wanted to work with people and I sort of stumbled across...
Read moreIssue 23, Page 12-13: Talking the write way
"In England in 2015, one child in five was reported to be leaving primary school unable to read well, rising to one in three among...
Read moreIssue 23, Page 10-11: Further routes of training for teachers with an interest in SLCN, Sheffield University LACIC
As a previous advisory teacher for SLCN, I have held a long-standing fascination with language and literacy, and in particular the overlap between them. After...
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