A growing number of children appear to be experiencing delays or difficulties in their speech, language and communication skills. In this book, the author outlines how to identify these children and how to support them effectively. This pracitcal guide to the field of speech, language and communication needs (SLCN) is a timely and practical guide for early years' professionals, as well as the non-specialist pracitioner, and parents or carers.

The Annual Review of Addictions and Offender Counseling, Volume IV: Best Practices is the fourth volume in a series of peer-reviewed edited books sponsored by the International Association of Addiction and Offender Counselors (IAAOC), a division of the American Counseling Association (ACA). Continuing the mission of past volumes, this volume provides a forum for publications addressing a broad array of topics in the field of addictions and offender counseling. Experts in the profession present innovative strategies and recommendations for best practices in drug education, intervention strategies, multicultural considerations, and counselor education.

Providing insight into current research, and comprehensive guidance on recent legislation and policy, this key text offers anyone working or preparing to work with children with SEND with essential academic and theoretical understanding to underpin and inform existing and future practice. Exploring prime areas in which professionals work directly with children with SEND, chapters broach current issues and debates relating to practice, and examine recent advances in research, policy and legislation in areas including education, health and social care. This interdisciplianry approach, coupled with case studies, points for reflection and clearly signposted activities throughout, gives readers the opportunity to develop a thorough understanding of the complexities surrounding SEND and enables them to relate these to their own practice. Packed with practical tips and examples of best practice, topics discussed include: approaches to inclusion, integration and segregation competing discourses surrounding SEND and their impacts on children, families and professionals safeguarding and the voice of the child multi-agency work and the changing role of the SEND practitioner working in partnership with parents and families research and practice in relation to issues such as Autistic Spectrum Disorder, chromosomal and gestational diversity, ADHD and Profound and Multiple Learning Disabilities and Difficulties. Demystifying changes to policy, exploring legislation, and identifying best practice, this invaluable resource will support students, SEND practitioners and professionals to develop and enhance practice with children with SEND.

A growing number of children appear to be experiencing delays or difficulties in their speech, language and communication skills. In this book, the author outlines how to identify these children and how to support them effectively. This pracitcal guide to the field of speech, language and communication needs (SLCN) is a timely and practical guide for early years' professionals, as well as the non-specialist pracitioner, and parents or carers.

To give children with congenital developmental conditions that manifest special learning needs and specific disabilities their best chance to succeed, early identification and appropriate interventions and support, is necessary. This text highlights what to look for when there are concerns about a child’s development. Practical and accessible, it is divided into three sections: Part 1 looks at the theory and policy context, discussing the social model of disability, the responsibility of health, social care and education services to the child and family and the role of reviews and assessment in recognising developmental disorders. Part 2 provides a reference guide to atypical developmental conditions and disorders. For each condition, aetiology, prominent theories and research, profile of features – including triggers and behaviours, diagnostic assessment procedures and appropriate interventions are given and links made to sources of further information and support. Part 3 explores practical issues how to work sensitively and effectively with children and their families, looking at the psychological implications of diagnosis, and how to plan, promote, deliver and evaluate multi-agency support. Designed to support professionals working within a multi-modal, collaborative approach to assessment and intervention processes, it is suitable for health visitors, allied health therapists, nurses, teachers and social care practitioners. It is also a useful reference for students in these areas learning about child development and includes critical reading exercises; online searching tasks; self-assessment questions; reflective activities and document analysis prompts.

This completely revised and updated edition, previously published as Special Educational Needs for NQTs and TAs, addresses the latest Teachers’ Standards, and their application in meeting the most recent developments and changes in the special educational needs system and the new SEN Code of Practice. Essential reading and an invaluable guide for all qualified, newly qualified and trainee teachers, this highly practical text relates to those accessing SEN training via teaching school alliances, as well as Higher Education. Full of tips and strategies on how to meet the needs of a diversity of children and young people with special educational needs, in a range of educational settings, chapters cover: the latest Teachers’ Standards aligned to the most recent SEND changes the revised SEN Code of Practice, the Children and Families Act, and the Equality Act and its related Duties teaching schools, specialist leaders of education in SEN, and new training models for building teacher capacity in SEN how to meet the latest OFSTED inspection requirements for SEND what works best in the effective teaching of pupils with SEN and those eligible for the pupil premium Featuring useful checklists, templates and photocopiable, downloadable resources to support professional development in SEN, this practical resource contains a wealth of valuable advice, in addition to signposting to further information. This no-nonsense, down-to-earth authoritative text will provide essential reading for all experienced qualified, newly qualified and trainee teachers, as well as to those delivering SEND training in Higher Education, local authorities, and in teaching schools and their alliances.

This completely revised and updated edition addresses the most recent developments in Special Educational Needs. Essential reading for newly qualified teachers and teaching assistants, Rita Cheminais’s classic text now relates to current initiatives including Every Child Matters (ECM) and using personalised learning approaches. Many aspects vital to effective classroom practice are explored, including: the latest Qualified Teacher Status Standards and the Occupational Standards for Supporting Teaching and Learning in Schools recent legislation and key official reports and documents relating to SEN and ECM the effective partnership working with multi-agency practitioners up-to-date tips on how to meet OFSTEDs inspection requirements in relation to pupils well being, attainment and achievement how to evaluate the impact of SEN/additional provision. The book reflects the DCSF/National Strategies Inclusion Development Programme (IDP), and practical tips and strategies are given on how to meet the needs of a diverse range of pupils with additional educational needs (AEN), including: Speech, Language and Communication Needs, Moderate Learning Difficulties, Social Emotional and Behavioural Difficulties, sensory impairments and physical disabilities. Featuring helpful checklists, templates and photocopiable resources to support professional development, this practical resource contains a wealth of valuable advice, as well as signposting to further information. This authoritative text will provide fascinating reading for trainee and newly qualified teachers as well as experienced teachers and teaching assistants. Lecturers in higher education and consultants and advisors in Local Authority Children’s Services will also find this book a useful resource.

Language for Learning in the Primary School is the long awaited second edition of Language for Learning, first published in 2004 and winner of the NASEN/TES Book Award for Teaching and Learning in 2005. This handbook has become an indispensable resource, packed full of practical suggestions on how to support 5-11 year old children with speech, language and communication difficulties. Colour coded throughout for easy referencing, this unique book supports inclusive practice by helping teachers to: Identify children with speech, language and communication needs (SLCN) Understand speech, language and communication skills Consider roles and responsibilities at primary school Plan a differentiated and adapted curriculum Consider the language demands across subjects Adopt a whole school approach Make use of a wide range of positive strategies Empower children to access the curriculum Language for Learning in the Primary School comes complete with a wealth of photocopiable resources, giving teachers and teaching assistants the confidence to help children with SLCN more effectively in mainstream settings. It will also be an extremely useful resource for speech and language therapists, specialist teachers and educational psychologists.

Provides parents, carers and professionals with activities and resources to support children with speech, language and communication difficulties (SLCN).

This book offers guidance for speech and language therapists and other professionals who are working in a criminal justice setting or who are interested to know more about this dynamic and rewarding client group. The criminal justice system (CJS) includes police custody, community services, secure hospitals and prisons. Although each setting has its differences, there are overarching areas associated with speech, language and communication needs (SLCN) within the population who find themselves coming into contact with the CJS. These needs are many and varied: from social deprivation and developmental language disorder, to head injury, substance misuse and ADHD. The variety is both stimulating and challenging, and this book provides the reader with a range of resources to use with such a complex client base. Key features include: academic evidence about SLCN in the CJS accessible visuals explaining the systems pathways resources to support assessment and intervention information to support individuals with a range of overlapping needs. Aimed primarily at speech and language therapists, the book also includes useful content for students, academics and professionals who wish to know more about SLCN within the CJS. As well as being full of useful infographics, this book includes a vast appendix of online material that can be downloaded and printed for use in practice.