Issue 12, Page 6: From One TA to Another: When the Worst Happens – A Case Study
Every 20 minutes a parent of dependent children dies in the UK (org) 42% of marriages in England and Wales end in divorce Over...
Read moreIssue 12, Page 4-5: Speech & Language Tips For Working With Children With A Cleft
Around 1 in 700 children in the UK are born with a cleft lip and/ or cleft palate. This happens when the two sides of...
Read moreIssue 12, Page 3: Selective Mutism vs. Reluctant Talker
It is important to differentiate between these two terms. Reluctance to talk is not a milder form of selective mutism (SM), on a continuum with...
Read moreIssue 14, Page 10: From One TA to Another: “I DON’T GET IT!”
Sound familiar? Here are my tips for helping all children get to grips with grammar. OK – so there are 70 different grammar terms in the...
Read moreIssue 11, Page 9: SLCN Glossary: Standard Scores and Percentiles – What are they?
In order to target help where it is needed, it is useful to be able to compare a child’s score on a language assessment with...
Read moreIssue 11, Page 12: Ask a Therapist
QUESTION: “In school I work with several children with speech sound difficulties, who all need a different speech sound programme. How can I save time...
Read moreIssue 11, Page 10-11: Supporting Children With Cerebral Palsy to flourish in the classroom and beyond
Whenever I talk to professional colleagues about my work, I start with the following quote from the late American psychologist Carl Rogers, “If I accept...
Read moreIssue 11, Page 6: From One TA to Another – Top Tips for Successful Intervention Groups
Small group interventions take up the lion’s share of a TA’s time. It is an ongoing challenge to: Ensure that every child receives their required...
Read moreIssue 11, Page 4: Bercow: 10 Years On
In March 2018, I CAN, the children’s communication charity, and the Royal College of Speech and Language Therapists (RCSLT) launched Bercow: Ten Years On, an...
Read moreIssue 11, Page 3: A Day in the Life of a SaLT – School Stories: Understanding Questions
Joseph’s Year 3 (P4) class teacher noticed that he didn’t seem to understand all the questions he was asked, often giving some unusual responses. Was...
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