Focusing on all aspects of Developmental Language Disorder (DLD) and SLCN, the NAPLIC 2021 conference will look at how the latest research, innovations and best practice can be utilised to improve outcomes.
Join NAPLIC’s online conference on 8 May 2021 exploring and celebrating Language: The Bridge Across the Gap.
|Member Early Bird||£30|
|Non-Member Early Bird||£60|
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Oracy for all our students
Neil Mercer is Emeritus Professor of Education at the University of Cambridge, Director of Oracy Cambridge: the Centre for Effective Spoken Communication, a Life Fellow of the Cambridge college Hughes Hall and an Associate Fellow of the British Psychological Society. Before he joined Cambridge, he was Professor of Language and Communications at the Open University. He is a psychologist whose research has focused on the development of children’s spoken language and reasoning abilities and teachers’ role in that development. He has worked extensively and internationally with teachers, researchers and educational policy makers. In 2019 he was given the Oevre Award by the European Association for Research into Learning and Instruction for outstanding contributions to educational research. His books include Words and Minds, Exploring Talk in School, Dialogue and the Development of Children’s Thinking, Interthinking: putting talk to work and Language and the Joint Creation of Knowledge; and he was co-editor of the Routledge International Handbook of Research on Dialogic Education.
Oracy for all our students
Wendy has worked as a speech and language therapist for over 30 years, in clinical practice, higher education and the third sector. She was Professional Director at The Communication Trust until 2015 where she authored Trust resources and led on strategic projects, as well as inputting on national policy and research.
Wendy is currently the Director of LINGO, which provides consultancy, professional development, resources and speech and language therapy. She believes strongly in evidence based practice, is part of the Oracy Cambridge management group and sits on a number of research advisory groups. She works with academy trusts, schools and settings and in partnership with local and national organisations supporting speech, language and communication.
Identifying and Remediating Children’s Language Difficulties
Language is the foundation for education and the medium of instruction. Many children, especially those from socially disadvantage backgrounds, enter school with poor oral language skills which compromise their ability to develop literacy skills and to benefit from education more broadly.
I will present the results from several studies showing that interventions delivered early in a child’s life can have positive effects on language and reading comprehension skills. Studies of the Nuffield Early Language Intervention programme developed by our research group show that an oral language programme delivered by teaching assistants working in schools can produce improvements in children’s oral language skills with moderate to large effect sizes. This programme is now being delivered at scale with DfE funding in many English primary schools. In addition a recently developed automated language assessment App (LanguageScreen.com) allows schools to identify children with language weaknesses and monitor their progress.
I will conclude with a plea for the importance of embedding oral language enrichment work in early educational settings.
Stability and change in language disorders over time: Lessons from SCALES
Courtenay Norbury is a Professor of Developmental Disorders of Language and Communication at University College London, where she leads the Literacy, Language and Communication (LiLaC) Lab. She is a qualified speech-language therapist, is a founding member of RADLD and did her PhD in Experimental Psychology at the University of Oxford.
Her research focuses on language disorders across a range of different clinical conditions. She currently leads the Surrey Communication and Language in Education Study (SCALES), a population study of language disorder from school entry to the end of primary school. She was Chair of Governors at a local primary school.
She has authored over 80 peer-reviewed publications and co-authored a popular textbook, Language Disorders from Infancy to Adolescence.
Using Artificial Intelligence to assist language transcription and analysis for children with DLD
Yvonne Wren is Director of Bristol Speech and Language Therapy Research Unit at North Bristol NHS Trust, a NHS hosted research unit dedicated to investigating the ways we can impact on outcomes and patient experience for individuals affected by communication impairment.
Yvonne trained at the University of Manchester and worked for the NHS in hospitals, schools and community settings in Liverpool and Bristol before completing her Masters in Education and PhD at the University of Bristol in 2005. Her doctorate evaluated the use of software in intervention for children with speech sound disorder and lead to the development of the Phoneme Factory software series. Yvonne’s postdoctoral research includes Medical Research Council funded work into prevalence and risk factors for persistent speech disorder with ALSPAC (Avon Longitudinal Study of Parents and Children), the large-scale longitudinal population study based in the South West of England. More recently she has set up the Cleft Collective Speech and Language Study, an investigation into predictors for speech outcomes in children born with cleft palate, with funding from the National Institute of Health Research. Since July 2020, she has been Chief Investigator for the larger Cleft Collective national cohort study of children born with cleft lip and palate in the UK, funded by The Scar Free Foundation.
Yvonne has an interest in developing clinical research skills in the speech and language therapy profession and was co-editor of the book, ‘Creating Practice-Based Evidence: A guide for SLTs’, now in its second edition and published by J&R Press. She also founded the Child Speech Disorder Research Network, a collective of specialist research and clinical speech and language therapists engaged in research in children’s speech sound disorder and is chair of the Child Speech Committee of the International Association of Communication Sciences and Disorders. She was previously a member of the moderating committee of The Communication Trust’s What Works database of evidence based interventions for use with children with speech, language and communication needs.
Yvonne is Chief Investigator of the Clinical Evaluation of the Language Explorer Study. Funded by the National Institute of Health Research’s i4i (Invention for Innovation) scheme, Language Explorer has been developed using AI and machine learning to provide a tool which can assist with transcription of language samples and provide automatic analysis. Developed by Therapy Box, specialist technology developers in the field of speech and language therapy, it can reduce the time required to complete transcription and analysis substantially. It has the potential to transform the way we work with children with Developmental Language Disorder through providing a rapid dataset for making management decisions as well as baseline and outcome measures. Yvonne will provide an overview of the tool and describe the clinical evaluation which is currently underway.
The nature and content of children’s book language: implications for language and literacy development
Kate Nation is Professor of Experimental Psychology at the University of Oxford and a Fellow of St John’s College, Oxford. Her research is concerned with how people learn and process language, with a particular focus on written language. She is interested in a range of questions concerning the nature of reading and its development, from how children begin to recognize words through to how meaning is extracted and constructed as people read. A key aim at present is to investigate the mechanisms involved in the transition from novice to expert in both typical and atypical development. She also studies language processing in adults, addressing the issue of how skilled behaviour emerges via language learning experience. She was recipient of a 2020 Celebrating Impact Prize from the Economic and Social Research Council in recognition of her contributions to building links between psychological research and education. She has served on a number of Editorial Boards and her research has been recognized by awards from the British Psychological Society and the Experimental Psychology Society. Kate was elected Fellow of the Academy of Social Sciences in 2020
Joint working in Wales
Mary Jo Spearey was born and grew up in Derry in Northern Ireland in troubled times. She began her teaching career over 34 years ago including working as an Advisory Teacher. Throughout her career she has always been extremely interested in Speech, Language and Communication.
In 2009 she took up the post of Head of Service of ComIT, Communication Intervention Team – a school-based service that serves the five local Education Authorities of South East Wales. Currently, ComIT is one of three teams that makes up SenCom – Sensory and Communication Service.
ComIT has developed very close integrated and joint working with the local health authority Aneurin Bevan University Health Board (ABuHB) Speech and Language Service. Approximately 250 schools across the region are supported and enabled to understand, identify and help children and young people to develop their Speech, Language and Communication skills, especially those with SLCN.
Joint working in Wales
Pippa is the Professional Lead for school aged children within Speech and Language Therapy in Aneurin Bevan University Health Board.
Following her undergraduate Speech and Language Therapy training and in the last 20 years, Pippa has undertaken a number of roles in Speech and Language Therapy in Aneurin Bevan University Health Board (covering South East Wales). As the professional lead, Pippa jointly leads the children’s community team (around 60 members of staff), with a clinical focus on supporting children with speech, language and communication needs in schools. Pippa works in partnership with colleagues in Education; particularly with the Communication Intervention Team (ComIT) and with 3 specialist language resources bases and is passionate about delivering evidence based and person centred practice in efficient and effective universal, targeted and specialist Speech and Language Therapy services.
Pippa has led all Wales work with Speech and Language Therapy on Developmental Language Disorder and is heavily involved in preparations for implementation of the Additional Learning Needs Education Tribunal (Wales) Act in September 2021. This has included giving professional advice to Welsh Government (WG) Additional Learning Needs (ALN) working groups and giving evidence to the Children and Young People’s Education Committee in WG. ALN was the focus of her recently completed dissertation for a MSc in Health and Public Service Management, the co-production by parents and Allied Health Professions staff of information for statutory individual development plans for learners.
Additionally, Pippa is the Head of the Wales Office for the Royal College of Speech and Language Therapists and is keen to engage members in the work of the college, enabling better lives for people with communication and swallowing needs.
Published 10th February, 2021
Published 4th February, 2021
Published 9th November, 2020
8th May | ONLINE
Once again we have outstanding and inspiring speakers who will be sharing their knowledge about DLD and wider speech, language and communication needs.