Issue 31, Pages 16-17: Making it stick!
Juliet Leonard, resident specialist speech and language therapist, discusses how we can support children to take what they have learned in interventions, and ‘make it...
Read moreIssue 31, Pages 12-13: Ask a therapist
Q: How can I encourage my students to have fun developing language skills during wet playtime? A: This is an interesting and timely question to ask! Today as...
Read moreIssue 31, Pages 10-11: Why wellbeing matters
The Teacher Wellbeing Index (2023) (1) reports a continuing decline in the wellbeing of education staff in the UK and highlights the crisis schools are...
Read moreIssue 31, Pages 8-9: Can vocabulary teaching support both comprehension and phonics?
Vocabulary teaching is important Large numbers of pupils have been identified with low levels of vocabulary (1), linked to factors such as low income, Developmental Language...
Read moreIssue 31, Pages 6-7: Sharing books, supporting SLCN
One question that therapists are asked frequently is what books are best for supporting children’s development, both typically developing and those with speech, language and...
Read moreIssue 30, Pages 16-17: Supporting your TA
The language of speech, language and communication needs (SLCN) or communication and interaction needs (both forms of label are in common use) is complex. These...
Read moreIssue 30, Page 14: Ask a therapist
Q: I’m feeling judged by a family who say they know more than me about speech and language. What should I do? A: We have all...
Read moreIssue 30, Pages 12-13: Getting SLCN support right
There is currently a focus on the speech and language skills of children starting school. This is a good thing; these skills are essential for...
Read moreIssue 30, Pages 10-11: The role of reflex actions in children’s behaviour
Have you heard of your autonomic nervous system (ANS)? No? Don’t worry, I hadn’t until a couple of years ago. Basically, it’s part of our...
Read moreIssue 30, Pages 8-9: EAL and multilingualism versus SLCN – how to support learners differently
Language difficulties are common in pupils who are learning English as an additional language (EAL learners), and those with speech, language and communication needs (SLCN)....
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