Trouble Talking: A Guide for the Parents of Children with Speech and Language DifficultiesThe progression of the child with learning difficulties is crucial for all concerned. With input from professionals and parents with experience of communication difficulties, this text highlights child and parental roles and the facilities available agains. |
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Page 79
... language difficulty which cannot be attributed to , or be part of , any of the above , then he must have a problem which is ' specific ... impairment . A ' secondary ' language impairment is said to be that which results from , or is part of ...
... language difficulty which cannot be attributed to , or be part of , any of the above , then he must have a problem which is ' specific ... impairment . A ' secondary ' language impairment is said to be that which results from , or is part of ...
Page 178
... language impairment see language impairment reading see literacy receptive language see comprehension residential ... specific language impairment see language impairment speech and language therapy 5 , 7 , 8 , 15 , 16 , 22 , 34-51 , 53 ...
... language impairment see language impairment reading see literacy receptive language see comprehension residential ... specific language impairment see language impairment speech and language therapy 5 , 7 , 8 , 15 , 16 , 22 , 34-51 , 53 ...
Page
A Guide for the Parents of Children with Speech and Language Difficulties ... impairment , delay and deviance . 1.5 Standards of comparison . 2 ... Specific Language Impairments . 2.5 Overview and Implications . 3 Prevalence of language ...
A Guide for the Parents of Children with Speech and Language Difficulties ... impairment , delay and deviance . 1.5 Standards of comparison . 2 ... Specific Language Impairments . 2.5 Overview and Implications . 3 Prevalence of language ...
Contents
Introduction | 1 |
The Development of Speech and Language | 18 |
What are Speech and Language Therapists | 34 |
Copyright | |
10 other sections not shown
Common terms and phrases
ability able acquire activities adults AFASIC appropriate areas assessment associated attention authority aware become carried cause Chapter child classroom clearly clinic communication comprehension concerned consider considerable continue coordinator course delay describe developmental discussed disorder early effectively example expected experience expressed feel given hearing identified important individual Initially interaction intervention involved labels language development language difficulties language impairments language therapist language unit less listening look mainstream means meet motor move normal objects observe offered parents particular play Practice problems professionals programme progress provision psychologist questions range received referred response result score simply skills social sometimes sort sounds speak special educational needs special needs specific speech and language Stage statement suggests teachers tests therapy trying understand usually verbal young