PhD student, Mrs Billie Lowe is looking for teachers and speech and language therapists in secondary schools to complete her short questionnaire "Word learning in adolescence" as part of her studies.
Mrs Lowe is studying at City University London under the supervision of Prof Victoria Joffe and Dr Natalie Hasson and is investigating word-learning in 11 – 16 year old students with language impairment, in mainstream secondary schools.
The first stage of the research is to find out more about the current practice of teachers and speech and language therapists in secondary schools with regard to teaching vocabulary.
Mrs Lowe is collecting this information through a short questionnaire which will only take around 15 minutes of your time.
If you are able to help with this research, please complete the short questionnaire - and let your colleagues know about it too.
Early bird booking discount has now been extended for NAPLIC's Conference and AGM 2015.
The conference, which will be held on 16th May at the University of Warwick, is titled 'SEND reforms and SLCN: Good practice to support children and families'. Speakers include Christine Lenehan (Director, Council for Disabled Children) and Anne Fox (Director, The Communication Trust) Professor Sue Roulstone (University of the West of England and Bristol Speech and Language Therapy Research Unit) and Marie Gascoigne (Better Communication CIC).
The conference will also feature a choice of relevant and informative seminars which support recent legislation about working with parents, pupil voice and local offers.
This conference will be of particular interest to teachers and SENCOs, teaching assistants, speech and language therapists, advisory teachers for SLCN, educational psychologists and LA Advisors.
Book online now to take advantage of the reduced early bird rate (members £95, non-members £155) until 30th March 2015.
The latest TCT newsletter includes information about the Progression Tools video and the launch of the Secondary Progression Tools.
The latest TCT newsletter includes information about our Impact Report and the No Pens Day Wednesday evaluation and date for 2015 event.
A selection of related articles, news, resources and information from across the web this month.
Published by Penny Roy and Shula Chiat, 14 January 2015, http://theconversation.com/
All children with early language problems are at increased risk of struggling at school, and having reduced employment opportunities and life chances, but the risk of early language problems is disproportionately high for children from socioeconomically disadvantaged backgrounds.
Authors Roy, P., Chiat, S. & Dodd, B. (2014). Language and Socioeconomic Disadvantage: From Research to Practice. London, UK: City University London.
Abstract: Children from low socioeconomic (SES) backgrounds are at disproportionate risk of language delay. Previous research has suggested that basic language skills affected in language impairment may not be affected by SES. These skills may therefore help to distinguish children with language impairment from those with poor language due to limitations of their language environment. The distinction is important since children with language impairment require different types of intervention from disadvantaged children whose inherent capacity for language is intact. In this Briefing Paper, we report findings from our research, funded by the Nuffield Foundation, which aimed to tease apart external and internal factors involved in language delay in socioeconomically disadvantaged preschoolers, using measures known to be more or less socially biased.
Survey by Nebras Baraka, fourth year speech and language therapy student at City University London
Hello, my name is Nebras Baraka, I am a fourth year speech and language therapy student at City University London. Currently I am working on my dissertation on 'the relationship between sleep and Language’ and would greatly appreciate if you can help me with my research by filling out a questionnaire. We would like to see if there is a relationship between specific language impairment and sleep. We will do this by comparing questionnaires filled out by parents of children with language difficulties and parents of children that have normal development.
NAPLIC Conference and AGM, 16 May 2015: SEND reforms and SLCN: Good practice to support children and families
Conference programme and seminar choices have now been published on our website for NAPLIC's 2015 Conference and AGM.
The conference will take place at the University of Warwick and online booking is now open with early-bird rates for members until 16th March.
Delegates wishing to book at membership rates should be members at the date of the conference - 16 May 2015 - and not members at the time they make their booking the conference. If you have any questions about the conference please email firstname.lastname@example.org
This conference will be of interest to Teachers and SENCOs, Teaching Assistants, Speech and Language Therapists, Advisory Teachers for SLCN, Educational Psychologists and LA Advisors
The latest TCT newsletter includes information about the Read on. Get on. campaign and the opportunity to be involved in the testing phase of the Secondary Progression Tools.
The Oracy Assessment Project at the University of Cambridge focuses on Developing a toolkit for assessing young people’s oracy (spoken language skills).
Materials produced during the Oracy Assessment Project are now available as free downloads online via the Faculty of Education website
The toolkit consists of a set of initial tasks, a set of curriculum-embedded, assessment-for-learning (AfL) tasks, for use throughout the year and a set of end of year tasks, together with a system for assessing performance on these tasks and giving feedback to the children. We have aimed to make the use of the toolkit as flexible as possible, so that teachers can use any or all of the AfL tasks at any points in the school year, with any number of children, depending on the circumstances within a school.
NAPLIC is currently working in conjunction with Better Communication CIC and Afasic to provide a system wide approach which enables a school to develop provision for speech, language and communication needs (SLCN) and wider SEN at a whole school and individual learner level, in line with the new SEND Code of Practice 0-25 and OFSTED requirements.
We are recruiting schools now for the pilot phase starting in January 2015.
To register your interest in being a pilot school, or if you are a professional working with a school and would like to find out more, please complete the form on the Better Communication website.
The website has recently been updated with new information, FAQs and registration details to provide more information on the project.
Pilot schools will be asked to make a contribution of £750 (inclusive of VAT) to be part of the scheme which represents a 50% subsidy for pilot schools. The development materials and online tools will be provided free to pilot schools for the 4 term duration of the pilot scheme. These will allow schools to analyse the speech, language and communication needs of the school population, map existing provision (which will provide a framework for the published offer that schools are required to make under the Code of Practice for SEN (2014)), plan how the school can meet the standards at universal, targeted and specialist levels and provide an evaluation framework. Schools completing the Scheme to the required threshold will received an accreditation.
The 50% contribution is to cover consultant time and expenses for two visits, one in term 1 and one in term 4, and an agreed amount of email and telephone support during the pilot scheme.
Twenty years ago, I applied to the Nuffield Foundation to study children with specific language impairment (SLI) attending language units across England. This longitudinal project, known as the Manchester Language Study, was successfully funded with an official start date of 1995. The first two researchers to join the project were Nicola Botting and Alison Crutchley.
For 20 years we have been able to count on the help, support and dedication of language unit teachers, school teachers, assistants, speech and language therapists and many professionals across the country, and especially the families and the children (now young adults) themselves.
We want to thank you all and invite you to celebrate with us at a special reception in November 2014. If you have been involved in any way with the Manchester Language Study or know someone who has, or are a friend of the study, do please get in touch so that we can send you details of the celebrations.
We would love to have you join us - please contact Jackie O’Brien, my assistant, at: email@example.com