Advanced Certificate 60 credit distance learning course in Language and Communication Impairment in Children
Specially designed for assistants working in schools and other settings. More information available at:
AFASIC is the UK charity representing children and young adults with communication impairments, working for their inclusion in society and supporting their parents and carers. Local parents/carers groups can be contacted via the national office.
Bercow: 10 Years On
Inquiry regarding children and young people with speech, language and communication needs (SLCN) - Share your experiences of SLCN support
As part of Bercow: Ten Years On, a project designed to examine support for children and young people with SLCN in England, I CAN and the RCSLT have launched an inquiry.
The Bercow: Ten Years On project team are inviting individuals and organisations to contribute.
Better Communication Action Plan (BCRP)
The BCRP (Better Communication Research Programme) is a landmark programme of research part of the Better Communication Action Plan, the government's response to the Bercow Review 2008, was published on December 27th 2012.
There are 6 key areas as identified by TCT:
Identification; there remain huge challenges at the universal level of identifying SLCN, with continued concerns of how the label should be interpreted with consideration that the label SLCN is too generic when describing more profound language issues.
Support; children with language needs require support at all levels, in the classroom as well as from specialists. Children have made it clear what works for them- other people's behaviour and understanding being paramount.
Outcomes; children with SLCN do less well in school than peers of similar ability. Measurable outcomes, need to be at the heart of the system.
Workforce development; there continues to be an ongoing need to raise the understanding of SLCN, particularly for teachers in changing classroom practice.
Commissioning; health and education need to work together to deliver needs- led local services. This needs to be developed from universal through to specialist services. Too many children are "falling through gaps in the system".
Research; needs to combine expertise of practitioners, parents, service providers and researchers to fill the evidence gaps.
Links can be found at:
Better Communication Research Programme
The Better Communications Research Programme is part of the government's response to the Bercow Review of provision for children and young people with speech, language and communication needs, published in July 2008.
The government published its response Better Communication, the speech, language and communications needs (SLCN) action plan in December 2008, which committed to a series of initiatives to improve services for children and young people with SLCN culminating in the National Year of Speech, Language and Communication in 2011.
British Stammering Association (BSA)
The British Stammering Association (BSA), is a national charity in the United Kingdom for adults and children who stammer, their friends and families, speech and language therapists and other professionals. BSA promotes awareness of stammering, offers advice, information and support to all whose lives are affected by stammering, initiates and supports research into stammering and identifies and promotes effective therapies.
CandLE - Communication and Learning Enterprises
CandLE are a not-for-profit communication aid centre which supports communication and learning needs of children and adults who need Alternative and Augmentative Communication and Assistive Technology. They work with families, schools, residential homes and local community groups and offer assessments, advice and training as well as ongoing support.
Child Language Teaching and Therapy
'Child Language Teaching and Therapy' is published three times a year. It includes articles from a range of professionals reporting on research and teaching/therapy practice for children and young people with speech, language and communication difficulties.
NAPLIC members are eligible for a discounted subscription rate.
Dyslexia: A language learning impairment
Published by Margaret J. Snowling, June 2014, Journal of the British Academy
Abstract: Without the ability to read fluently with comprehension there is a downward spiral of poor educational achievement and career prospects. Dyslexia is therefore a major problem for society and a key question is whether it is possible to intervene early to ameliorate its impact. Studies following the development of children at family-risk of dyslexia reveal that it is associated with language delays and speech difficulties in the pre-school years before reading instruction begins. Literacy outcomes for children depend not only on the risk factors that predispose to reading difficulties but also on protective factors which mitigate the risk. Together current evidence places dyslexia on a continuum with other language learning impairments.
Download article from the British Academy website
Early Years resources from the Communication Trust
The Communication Trust provide various resources to help support your work in the Early Years, including information about children's communication development and how to identify and support children with speech, language and communication needs.
Early Years Resources
Elklan writes and delivers accredited courses for education and other staff working with those with speech, language and communication needs and for parents. Elklan also trains a network of licenced tutors to deliver Elklan courses locally. The courses are evidence informed and teach strategies listed on the TCT What Works database.
Healthcare costs associated with language difficulties up to 9 years of age: Australian population-based study
Published on 17 May 2014, onlinelibrary.wiley.com
Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy.
Read original article
I CAN is the charity that helps children with speech and language difficulties across the UK. I CAN exists to help these children through their own special schools, nurseries and centres within local schools and by providing training and information for parents, teachers and therapists.
Our therapists are not only happy to provide useful tips, information, and signposting to relevant organisations of support, buy they can also send out some of I CAN’s fantastic resources free of charge if they feel these would be relevant to the child in question. We also run this service over email, so please feel free to send any questions to email@example.com.
International Communication Project 2014
The International Communication Project 2014 aims to highlight the importance of human communication and how communication disabilities severely impact every aspect of life.
It is a collaborative effort and has been developed by the American Speech-Language-Hearing Association, Canadian Association of Speech-Language Pathologists & Audiologists, Irish Association of Speech & Language Therapists, New Zealand Speech-Language Therapists Association, Royal College of Speech Language Therapists, and Speech Pathology Australia.
The International Communication Project 2014 is built on the premise that although healthy communication is vital to the quality of life, communication disorders are largely overlooked as disabilities.
Visit The International Communication Project 2014 website
Is SLI a useful label - Slides for a talk at Specific Language Impairment SIG in Scotland - Study Day
Published on 16 May 2014, figshare.com/
Presentation by eminent speaker and researcher in the field of SLI - Professor Dorothy Bishop.
Langage for Learning
Language for Learning is all about working together to support children with language and communication difficulties in mainstream classrooms and early years settings.
Language for Learning
Language and Socioeconomic Disadvantage: From Research to Practice
Roy, P., Chiat, S. & Dodd, B. (2014). Language and Socioeconomic Disadvantage: From Research to Practice. London, UK: City University London
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.
Our samples comprised 208 preschoolers from Low SES neighbourhoods and 168 from Mid-high SES neighbourhoods aged 3½-5 years, with English as their first language. The youngest age group (3½-4) were followed up 18 months later. An age-matched Clinic sample of 160 children acted as an additional comparison group for the Low SES sample. Our findings reveal the extent to which very basic, early developing language and speech skills may be affected in preschool children from socio-economically disadvantaged neighbourhoods. The outcomes of our study inform interventions and underscore the need for very early intervention prior to school entry. Furthermore, they highlight a need for continuing support throughout the school years if children are to access education effectively.
Read more and download briefing paper at City University London's website
Language Impairment From 4 to 12 Years: Prediction and Etiology
Published by Marianna E. Hayiou-Thomas, Philip S. Dale, and Robert Plomin on June 2014, Journal of Speech, Language, and Hearing Research, http://jslhr.pubs.asha.org/
The authors of this article examined the etiology of developmental language impairment (LI) at 4 and 12 years of age, as well as the relationship between the 2.
Read article on the JSLHR website
NAS (National Autistic Society)
The NAS website includes information about autism and Asperger's Syndrome and about the support and services available in the UK for people with autistic spectrum disorders (autism and Asperger's Syndrome),families, professionals and the media.
NASEN the national association for special educational needs organises courses and events for teachers and other interested professionals.
National Literacy Trust
National Literacy Trust, early language campaign, Talk to Your Baby. Articles on language development, a section on SLDs and downloadable resources.
NICeST (National Information Centre for Speech and Language Therapy)
NICeST (National Information Centre for Speech and Language Therapy) provides a free enquiry service to clinicians and others. It holds an extensive library and can provide literature searches for a small fee.
Oracy Assessment Toolkit materials from the University of Cambridge
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.
Find out more about the Oracy Assessment Toolkit
Pragmatics abilities in narrative production: a cross-disorder comparison
Published May 2014, ncbi.nlm.nih.gov
This study aimed to disentangle contributions of socio-pragmatic and structural language deficits to narrative competence by comparing the narratives of children with autism spectrum disorder (ASD; n = 25), non-autistic children with language impairments (LI; n = 23), and children with typical development (TD; n = 27).
RALLI YouTube Channel
RALLI ( Raising Awareness of Language Learning Impairments ) have launched a YouTube presentation of videos to highlight the issues of SLI (specific language impairment ) and how it affects individuals and families.
RALLI was formed by a group of senior academics: Dorothy Bishop, Professor of Developmental Neuropsychology at Oxford University; Gina Conti-Ramsden, Professor of Child Language and Learning at the University of Manchester; Maggie Snowling, Professor of Psychology at the University of York; Dr. Courtenay Norbury, Head of the Literacy, Language and Communication Laboratory at Royal Holloway, University of London; together with Becky Clarke Speech and Language Therapist.
Its aim to provide inspiring content that helps all of those managing this condition and in the process becomes a resource useful to children, families and educators.
RALLI YouTube Channel
RCSLT (Royal College of Speech and Language Therapist)
RCSLT (Royal College of Speech and Language Therapist) is the professional body for speech and language therapists (SLTs) in the UK and Ireland.
Reading and language intervention for children at risk of dyslexia: a randomised controlled trial
Published on 6 May 2014, informahealthcare.com
This study aimed to quantify the non-hospital healthcare costs associated with language difficulties within two nationally representative samples of children.
View and download study
SEND Gateway online portal for educational professionals
The SEND Gateway from Nasen is an online portal offering educational professionals free, easy access to high quality information, resources and training for meeting the needs of children with special educational needs and disabilities (SEND).
Nasen is the leading organisation in the UK which aims to promote the education, training, advancement and development of all those with special and additional support needs.
View the SEND Gateway
Sentence Trouble - a film from The Communication Trust
The Communication Trust’s exciting new film Sentence Trouble, is a ten minute film which makes a strong case for better communication skills within the youth justice workforce and includes the views of leading experts and practitioners.
With over 60% of young people in the youth justice system having speech, language and communication needs, it is vital that lawyers, secure estate staff, magistrates and the police are able to recognise SLCN and reflect on their own communication skills.
The film calls for young defendants with communication needs to have the right to an intermediary and for mandatory specialist training for lawyers and magistrates.
SMIRA - Selective Mutism Information & Research Asociation
Smira is a registered UK Charity provide information and support for children and families suffering from Selective Mutism.
Speech and Language Therapy in Practice
Speech & Language Therapy in Practice is a UK based quarterly magazine aimed at practising therapists and students. It may also be of interest to related professionals.
Talking Point is a joint initiative of AFASIC, ICAN and RCSLT that will provide a gateway to all services and information associated with children with speech, language and communication needs.
The Communication Commitment from The Communication Trust
Communication is at the core of what we do at home, in school and in work.
For children and young people, good communication skills are important for learning and making friends, impacting widely across their development.
The Communication Commitment is a simple way to ensure all pupils communicate to the best of their ability by developing a whole-school approach to communication.
You'll be supporting all of your pupils, including those with SLCN, to communicate better - part of the Ofsted Framework and preparing you for the SEND reforms. It's free to register and you'll receive free information, toolkits, resources and a personalised Action Plan.
The Communication Commitment
The Communication Trust
The purpose of The Communication Trust is to raise awareness of the importance of speech, language and communication across the children's workforce and to enable practitioners to access the best training and expertise to support the communication needs of all children.
The Communication Trust
What Works from The Communication Trust
The Communication Trust has worked with the Better Communication Research Programme to develop the What Works database of evidenced interventions to support children's speech, language and communication.
The What Works database has now been launched as a prototype with around 60 interventions included. The Trust is rolling out a year-long programme of consultation with key stakeholders and practitioners in order to ensure the database is fit for purpose and to continue adding further interventions.
What Works is endorsed by the Royal College of Speech and Language Therapists.