Teachers Archives - Page 2 of 10 - Resource Library - Sheffield Children's NHS Foundation Trust

Information for Parents and Carers Who are we? We are a team of Speech and Language Therapists and Assistants who see children and young people in specialist schools and integrated resources (IRs). What do we do? We help children and young people with: Speech, language and communication needs...

A series of posters created by Abed Ahmed, Mr ST @stammer_teacher, on what stammering is and what you can do to support young people who stammer. Abed is a teacher with a stammer who helps young people who stammer. Abed has given us permission to share these posters on the Sheffield...

A training video that outlines the role of everyone who is involved in ensuring safe, nutritive, and quality mealtimes for children and young people. This advice is for teaching staff in specialist provision – specialist schools and integrated resources. Delivered by Sally Twigg (Speech and...

A training video that will help to familiarise you with the written feeding plan, known as a mealtime mat. Delivered by Rachel Ward (Speech and Language Therapist) Time: 2:30

A training video that explains the IDDSI (International Dysphagia Diet Standardization Initiative) levels and uses practical examples of how you can ensure foods and liquids are the correct texture. Delivered by Larissa Naylor and Rachel Nunn (Speech and Language Therapist) Time: 34:00 IDDSI Level 0...

This training video covers the areas we need to consider at mealtimes to support children and young people with eating and drinking difficulties. Delivered by Larissa Naylor and Rachel Nunn (Speech and Language Therapists) Time: 11:43

A training video that will increase your awareness of the red flags to look out for whilst you are supporting children and young people at their mealtimes. Delivered by Rachel Ward (Speech and Language Therapist) Time: 2:47

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...

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

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

Most children are able to return to school after surgery and this is something we encourage to stop them from missing too much school time and minimise disruption to your child’s education. To make sure your child has a smooth return to school we would advise you to speak to your child’s ‘form...

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,...

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.    

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...

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...

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...

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,...

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....

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...

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...

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,...

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...

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...

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...