NAPLIC Conference 2022 – DLD: Thinking Of The Future
Date: Saturday, 21 May 2022
Venue: Sheffield City Hall or Online
Join NAPLIC’s conference at Sheffield City Hall or online, which will focus on Developmental Language Disorder (DLD): Thinking Of The Future.
This interactive event will bring together academics and leading practitioners to showcase the very best research and practice. Topics to be covered include mental health, vocabulary and working with families. Speakers include: Nikki Botting, Michelle St Clair, Saloni Krishnan, Rosalind Merrick and Rose Brooks plus hear a parent’s perspective and practitioner presentations on teamwork supporting DLD.
See the full programme and take advantage of the early bird rates below.
Conference attendance information has been emailed to all delegates.
If you have any queries on your Conference place please email firstname.lastname@example.org
We are a parent-led charity for DLD and related conditions, established in 1968 to provide information and support for parents. We work for improved services for children and families and campaign for better understanding and recognition of this disorder, working together with NAPLIC to provide free online courses for parents of children with DLD.
We have information and support on our Afasic website www.afasic.org.uk and provide a range of
publications and downloads, mostly free of charge. Our telephone Helpline is also available, primarily for
parents who need advice and support.
Afasic organises Transition Courses for children moving from primary to secondary school. It is run in
collaboration with local services. To set up a course in your area, please contact us.
Better Communication CIC is a not for profit community interest company. It provides expertise and support to demonstrate impact of commissioning and provision for speech, language and communication needs. Better Communication CIC established the Balanced System® Scheme for Schools and Settings, a whole setting and system improvement process, jointly accredited with NAPLIC and Afasic. This has led to the engagement of over 250 schools and settings, thereby impacting on and improving outcomes for an estimated 110,000 children and their families (www.thebalancedsystem.org).
The scheme has been created in response to schools and settings’ demand for a strategic approach to understanding their role in providing support for speech, language and communication. It provides an overarching set of outcomes, approaches and outcome measures along with an impact framework across the five strands of the Balanced System®: Support for Families & Young People, Environment,Workforce, Identification and Intervention.
Resources for teachers and speech and language therapists working with children with Developmental Language Disorder (DLD) and speech, language & communication needs (SLCN), that’s our business. For 31 years, our family business has provided cost-effective, attractive resources, devised by experts and loved by children.
Our resources are used by teachers & speech and language therapists in their work with children with Developmental Language Disorder (DLD), and other communication needs. Clear instructions and appealing illustrations are our hallmark. We are confident that our worksheets, assessments and Apps will work for you and the children you support.
Accredited training that raises standards, develops good practice and provides value for money Elklan is the leading provider of accredited training for education and early years staff in the field of speech, language and communication.
Over 70,000 learners have received Level 2 or 3 accreditation through our national network of nearly 4,000 Elklan tutors. Elkan tutors are predominantly SaLTs or specialist advisory teachers in SLCN.
Courses are run for staff and parents supporting children and young people in mainstream schools, pre-school settings and specialist education provision. Inset training courses can be commissioned. All courses are available as F2F and blended e-learning and all are accredited by OCN London and teach staff strategies to support children and young people’s speech and language development whatever curriculums are taught.
Elklan provides the training materials for The Early Years Professional Development Programme (EYPDP) which is delivering accredited training to Early Years staff in 100+ Local Authorities in England.
J&R Press is an independent publishing house specialising in books and resources for SLTs.
From our first publication in 2010, we now have a list of over 40 books and are proud of our good standing within the international SLT community. We attract authors and editors at the top of their profession yet are flexible enough to be able to commission projects of interest to a smaller number of academics and clinicians.
As the profession adapts, especially post-Covid, new developments in the way interventions are provided and changes in teaching and working methods mean there is always a need for new and updated resources. We love to hear from anyone who has an idea for a book or other resource and to help potential authors and editors through the publishing process.
The last few years have seen a sharp rise in the number of students with SLCN, putting specialist services under pressure. Now more than ever schools need help to identify and support these students.
We are a leading provider of assessment and intervention tools. Our award-winning packages, Speech Link and Language Link, provide schools with standardised assessments, tailored interventions and training so they can develop a whole school approach to supporting students with SLCN. Our packages are written by speech and language therapists and our dedicated help desk are there to support schools with all their queries.
Find out more: www.speechandlanguage.info
Speechmark, part of Routledge Education, publishes a wide range of high-quality resources for speech and language therapists and teachers, combining research expertise with tried-and-tested best practice.
Written by experts, our Speechmark resources support and inspire practitioners across education, health and social care, and are full of practical, easy-to-use materials to save time and enhance effectiveness. To find out more and take a look at the latest catalogue please visit: https://www.routledge.com/go/speechmark.
For writing enquiries or other queries, please get in touch with our Senior Editor, Clare Ashworth: email@example.com.
Widgit Symbols and software titles have been used by Speech and Language therapists and other professionals in a multiplicity of settings for almost 40 years, to support communication, education and understanding.
Widgit have developed a large and widely recognised symbol set of over 20,000 symbols that are used worldwide to support people and help them realise their full potential, no matter what their age, ability or background.
Widgit symbols provide individuals with a clear, structured language, ideal for communication and learning.
Symbols can support speech and language development, provide a means of communication, reduce frustration and anxiety, improve independence, enhance access to learning, reduce EAL language barriers, and encourage faster academic progress.
Creating specific, personalised and bespoke resources has never been easier with a choice of either a cloud based online system (Widgit Online) or a sophisticated desktop Windows installed programme (InPrint 3).
“The NAPLIC conference is always a highlight of the year and this year felt unmissable. The range of speakers was excellent. I was so impressed with the way it was run. I really appreciated hearing from academics whose research I follow and also hearing about best practice. The balance between teachers/therapists felt particularly good this year. I think the Committee have done an incredible job pulling this conference together.”NAPLIC 2021 CONFERENCE DELEGATE
DLD Together – Empowering parents and creating support networks
Claire has a 10yr old daughter who was diagnosed with Developmental Language Disorder 3.5yrs ago. She is a RADLD Ambassador and her daughter has shared her story to help highlight DLD Awareness Days. In 2019 Claire attended the pilot DLD Together group, and was thrilled to be appointed as Afasic’s Parent Engagement Officer late last year.
She has been working to promote the DLD Together parents’ course and develop ongoing systems of peer support for parents.
Developmental Language Disorder in young adulthood
Nikki trained as a psychologist completing a BSc Hons in Psychology (Hertfordshire) and an MA in Clinical Child Psychology (Nottingham), before then completing a PhD in Child Health (Liverpool). She joined City University of London in 2005 and is currently Professor of Developmental Disorders. She has been researching language and communication difficulties for around 20 years.
Nicola previously worked for 10 years at The University of Manchester where she was joint-principal investigator on The Manchester Language Study, the largest UK longitudinal study of developmental language disorders. This study followed young people with DLD from 7 years to 24 years, assessing their language, thinking skills and wider lifestyles. Nikki is editor of the journal Autism and Developmental Language Impairments and co-founder of Engage with Developmental Language Disorder (E-DLD) – an initiative connecting families and professionals with the evidence base. Her current work focusses on cognition and wellbeing in individuals with communication disorders across the life span.
Social and emotional development in children and adolescents with DLD
Michelle obtained her MSc in Reading, Language and Cognition and PhD in Psycholinguistics at the University of York, after completing an BA in Psychology in the United States. She then joined Professor Gina Conti-Ramsden’s team at the University of Manchester to work on the Manchester Language Study, specifically looking at the developmental trajectories of children with DLD (SLI) across childhood and adolescence.
After three years in Manchester, Michelle moved to do similar work in longitudinal data analysis at the University of Cambridge, within the Department of Psychiatry. In 2014, she accepted a lectureship in Developmental Psychology at the University of Bath. She has since built up a research program looking at the social and emotional development of young people with DLD. In 2020, she co-founded the Engage with DLD project alongside Professor Nicola Botting and Dr Jenny Gibson.
Emma Jordan is a specialist speech and language therapist, working for over twenty years in the NHS. Emma is joint Service Manager for Worcestershire Children’s Speech and Language Therapy Service and continues her clinical practice primarily supporting children and young people in mainstream schools.
Emma has a history of working in close collaboration with education colleagues. She worked in partnership with Sue Hayden, specialist teacher, co-writing the Language for Learning training courses, materials and Language for Learning books.
Emma has been part of NAPLIC’s voluntary committee for more than ten years and is currently Vice Chair.
Collaboration, Creativity and Commissioning: Provision of a whole system approach to supporting DLD
Charlotte Hammant trained as a Speech and Language Therapist at City University and worked for the NHS in Central London for a few years before completing an MSc in Human Communication in 2013. As part of this role, she ran a community clinic, supported nurseries and worked in a resource base provision for children with Developmental Language Disorder which is where her passion for DLD grew.
Charlotte continues to work as a therapist, but has subsequently completed a PGCE in Primary Teaching and in recent years has led an early year’s provision and taught in all three primary key stages. Since 2020, Charlotte has taken on the role of Resource Base Lead Teacher at Churchill Gardens Primary Academy which has an integrated provision for children with Developmental Language Disorder. She has been developing an outreach pathway aiming to support children with DLD in the local area. She has also recently trained as an ELKLAN tutor.
Collaboration, Creativity and Commissioning: Provision of a whole system approach to supporting DLD
Ysanne qualified as an SLT over 11 years ago and was fortune to work in a resource base for secondary aged pupils with DLD as her first role. Working with these young people cemented her interest in DLD and language disorders and has worked with similar cohorts in a range of settings ever since.
With colleagues, she is passionate about improving services for children and young people with DLD, particularly through raising awareness and upskilling others.
Inclusive Teamwork: How teachers and therapists can promote collaborative group work to benefit children and young people with SLCN and their peers
Dr Rosalind Merrick (née Owen) is a practising speech and language therapist in Sussex, UK. She has a background in primary education and is a chartered psychologist. She specialises in work with children and young people with speech, language and communication needs in mainstream schools. She has provided teacher education for the University College London Institute of Education, and is the author of a number of journal articles, book chapters and two books. Her research interests include children’s perceptions of communication difficulty, children’s peer interaction and children’s participation.
Inclusive Vocabulary Teaching to Support Vocabulary and Wider Literacy Skills
Rose has worked as an SEN Advisory Teacher for 30 years, the last 15 years focussed on SLCN. Prior to advisory work, Rose was a primary teacher for seven years as well SENCo, deputy headteacher and acting headteacher. Her main areas of interest are vocabulary, phonological awareness and emergent literacy, which have led to a PhD at Sheffield University examining an approach to vocabulary teaching that we have previously heard about at NAPLIC conferences, incorporating both sound and meaning in new word learning.
Rose is looking forward to meeting up with NAPLIC colleagues and sharing her research findings, which she hopes will inform inclusive whole-class teaching of vocabulary for the wide range of learners needing support in this area, including those with DLD.
Investigating the brain basis of DLD
Saloni Krishnan is a cognitive neuroscientist who investigates language organisation in the developing brain. She is particularly interested in the brain basis of developmental language disorder. Prior to pursuing a career in research, Saloni qualified and worked as a speech-language therapist. In 2014, Saloni completed her PhD at the Centre of Brain and Cognitive Development, Birkbeck, University of London. She then held postdoctoral positions at the UCL Institute of Cognitive Neuroscience and at the University of Oxford. At Oxford, Saloni was the postdoctoral lead on the Oxford BOLD (Brain Organisation in Language Development) study, a large-scale neuroimaging study set up to understand the neural basis of developmental language disorder.
Since 2019, Saloni has been a lecturer in the Psychology department at Royal Holloway, University of London, where she directs the Neuroscience of Communication Development or N-CoDe Lab (www.ncodelab.com). Her new lab has received funding from the Academy of Medical Sciences, ESRC, and the Experimental Psychology Society, and she has received several awards for her research, including the APS Rising Star designation in 2022 and the BPS Neil O’Connor Prize in 2021.
Closing remarks and thanks
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.
Stephen Parsons has worked as a Speech and Language Therapist for over 25 years. Until recently he worked as a SaLT Service Manager in Hackney in London, but is now working as a freelance trainer and author. He is particularly interested in how whole class practice can include children with developmental language disorder.
Stephen is active on Twitter via @WordAware.
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Join us on May 21st in Sheffield for a fantastic day of learning about Developmental Language Disorder (DLD). We continue the NAPLIC tradition of bringing you the very best in research and practice. This day is guaranteed to leave you inspired. Tickets are priced from £75 for in person attendance and £35 for livestream access.