It has long been held that a mother’s education is a key factor in the development of their child’s language. However, the link may not be as strong as previously thought, writes Mabel L Rice
Taking a system-wide approach for children and young people with speech, language and communication needs in England is the way ahead, argues Chief Executive of the Royal College of Speech and Language Therapists, (RCSLT), Kamini Gadhok MBE.
Leading organisations have come together to urge the Government to do more to improve support for children and young people with speech, language and communication needs (SLCN).
Bob Reitemeier, Chief Executive of I CAN argues that empowering parents changes the conversation for children with speech and language communication needs.
The National Institute on Deafness and Other Communication Disorders charts the work of their organisation over the last 30 years that concerns research around the communication sciences, including deafness.
Growing up with Specific Language Impairment can impact a child's development in a number of ways. Professor Mabel Rice of the University of Kansas discusses the issues.
Mabel L. Rice, Distinguished Professor of Advanced Studies at the University of Kansas argues that children’s utterances provide valuable clues about how their language develops and hallmark areas of grammar weaknesses in those with Specific Language Impairment (SLI)
Mary Hartshorne, I CAN’s Head of Evidence shares her thoughts on the report Bercow: Ten Years On and the next steps for children and young people with speech, language and communication needs
The important differences between Specific Language Impairment (SLI) in children and Speech Sound Disorders (SSD) in children are placed under the spotlight by Mabel L. Rice, Fred & Virginia Merrill Distinguished Professor of Advanced Studies at the University of Kansas
