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Resource Type: Article

A series of training videos developed by the Speech and Language Therapy Feeding Team. Video 1. An introduction on why we work on eating and drinking skills An introductory training video on how to ensure safe eating and drinking skills, adequate nutrition and quality mealtimes for children and...

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Resource Type: Article

An introductory training video on why we work on eating and drinking skills. Delivered by Rachel Nunn (Speech and Language Therapist) Time: 3:55

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Resource Type: Article

A training video that will give you an understanding of the anatomy of the head and neck, what is involved in a swallow, and what can go wrong at each stage of the swallow. Delivered by Rosa Holden (Speech and Language Therapist) Time: 12:07

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Resource Type: Article

What are Blank Levels? Your child is developing their understanding at Blank Level 1 which means that they are learning to apply vocabulary and language to things in their environment (naming). Your child is not yet able to describe, talk about events or stories and problem solve, for example,...

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Resource Type: Article

What are Blank Levels? Below are some examples of Blank Levels 1-4 questions to ask during play at home and continuous provision in school. Try to match your questions to what your child is doing.    

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Resource Type: Article

What are Blank Levels? Below are examples of questions at Blank Levels 1-4 for specific subjects. Try to match your questions to the learning task or activity. Literacy / English Literature Level 1 Name items, real or pictures, for example, ‘What’s this?’ Find named items, for example, ‘Show...

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Resource Type: Article

What are Blank Levels? Your child is developing their understanding at Blank Level 2 which means that they are learning to apply vocabulary and language to things in their environment (naming and describing). They need to develop the ability to select what to attend to, for example, which element of...

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Resource Type: Article

What are Blank Levels? Your child needs support to develop the ability to re-tell an event or narrative. They need to develop the ability to identify what a character or person is thinking and feeling and use their understanding of what has just happened to predict what will happen. They need to be...

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Resource Type: Article

What are Blank Levels? Your child or young person needs support to develop the ability to reason beyond what is seen heard or said. They need to develop the ability to draw on past experiences, make parallels, examine cause and likely effects as well as justify the decision made, for example, infer,...

Resource Type: Article

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Resource Type: Article

A full list of resources under the Speech and Language Therapy section on the Sheffield Children’s Resource Library: S&LT Resource Library Directory 2024 A 9 minute video that demonstrates how to share, download, save, and translate resources into another language on the Resource Library....

Resource Type: Article

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Resource Type: Article

What do we mean by ‘tuning into your child’? Children communicate in lots of different ways as they’re playing and interacting. They might not be playing with toys in the expected ways, but you can still do this activity by looking at whatever your child is doing. They might be exploring an...

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Resource Type: Article

Cluttering is the term used to describe a speech pattern that can often sound disorganised, rapid, jerky or contain unclear speech. For most clutterers, their speech does sound fluent and intelligible, and they might not realise that others struggle to understand them. Cluttering is when someone’s...

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Resource Type: Article

Many young people with communication difficulties have difficulty understanding, learning and recalling vocabulary. These young people need explicit teaching of words and strategies to understand and recall words in conversations and when in education or employment. This applies to everyday,...

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Resource Type: Article

Many young people with communication difficulties have difficulty explaining their ideas or retelling a sequence of events, for example, what happened at lunchtime. These young people need adult support to communicate their ideas in conversations, and to develop strategies to support their ability...

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Resource Type: Article

Many young people with social communication differences have difficulty understanding and interpreting body language, facial expressions, gesture and tone of voice. They also have difficulty understanding what others may be thinking or feeling, and understanding non-literal language that is reliant...

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Resource Type: Article

Planning and organising involves using language ‘internally’ through self-talk to: talk through the steps, for example, ‘first … then… last…’ work out what is needed for the day or week using conditional language, for example, ‘if it’s Monday then I need my PE kit’ understand...

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Resource Type: Article

Many young people with communication difficulties have difficulty understanding spoken language. These young people need adult support to understand in conversations, and to develop strategies to support their understanding when socialising, and when in education or employment. Visual support Seat...

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Resource Type: Article

Strategies for developing comprehension monitoring Many young people with comprehension difficulties do not recognise that they do not understand, which result in misunderstandings and is a barrier to learning. Other young people may not have the confidence or be too embarrassed to ask. This can...

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Resource Type: Article

What is stammering? “Stammering is when someone repeats, prolongs, or gets stuck on sounds or words. There might also be visible tension as they work to get the words out” (British Stammering Association). Stammering and stuttering are the same thing. Cluttering is a similar difficulty to...

Resource Type: Article

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Resource Type: Article

On average 2 students in every class of 30 have a neurodevelopmental condition called Developmental Language Disorder or DLD. Students with DLD can succeed at school when they are identified and access the right support. But first they need our help. From Raising Awareness of Developmental Language...

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Resource Type: Article

You can use symbols flexibly with your child at home to: make schedules to explain what is happening now and next explain daily routines provide choices support them to communicate their wishes Download: Symbols for Home Schedules It can be hard for children to be out of their usual routine. Using...

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Resource Type: Article

Activities for children, young people and their families developed by Dr Lauren Powell at the University of Sheffield. This is a booklet where your child can learn more about autism. Your child can complete it on their own or with a grown-up. This resource has been developed for autistic children...

Resource Type: Article

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Resource Type: Article

A list of useful websites for parents and carers of children and young people in specialist schools. Website Age range What is offers Speech and Language UK 0-19 years Learn about some of the common features of speech and language challenges Find out what is typical for babies, children and young...

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Resource Type: Article

This video explains and demonstrates how to use a communication mat with your child in an everyday activity such as gardening. Download: Gardening Sentence Maker Communication Mat Download: Gardening Shape Coding Communication Mat

Resource Type: Article

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