TeachingTimes

Introduction

6.1 Introduction

6.1.1 Introduction to Autism

6.1.2 Lived Experience

6.1.3 Presentation of Autism

6.1.4 The Words We Use

6.1.5 The Autism Spectrum

6.1.6 Impact

6.1.7 Autism and Communication: Non-Speaking Children

6.1.8 Autism and Language Difficulties

6.1.9 Gestalt Language Processors

6.1.10 Case Studies

6.1.11 Summary

6.2 Introduction

6.2.1 Introducing DLD

6.2.1a Introducing DLD

6.2.2 Diagnostic Criteria: The Six Key Areas

6.2.3 Impact

6.2.4 Strategies: Individual and Classroom

6.2.5 Intervention

6.2.6 Working with the Speech and Language Therapist

Summary

6.3 Introduction

6.3.1 Understanding What is Meant by Selective Mutism

6.3.2 Common Misconceptions

6.3.3 How Selective Mutism Presents in the Classroom

6.3.4 Case Study

6.3.4a Case Study

6.3.5 Impact

6.3.6 Classroom Strategies

6.3.7 Working with Your Speech and Language Therapist (SALT)

6.3.8 Summary

6.4 Introduction

6.4.1 Presentation of Stammering

6.4.2 Prevalence of Stammering

6.4.3 Recognisable Personalities Who Stammer

6.4.5 Personal Experiences of Stammering

6.4.6 Approaches to Support Children and Young People Who Stammer

6.4.7 Environmental Strategies to Support Stammering

6.4.8 How to Work Effectively with Speech and Language Therapists (SALTs) to Support Children Who Stammer

6.4.9 Case Studies

6.4.10 Useful Links

6.4.11 Summary

6.5.1 Introduction

6.5.2 Genetic Neurodevelopmental Profiles

6.5.3 Specific Genetic Profiles

6.5.4 Neurological Neurodevelopmental Profiles

6.5.5 Specific Neurological Profiles

6.5.6 Structural Profiles

6.5.7 Specific Structural Profiles

6.5.8 Impact of Neurodevelopmental Profiles on Communication

6.5.9 General Strategies to Support Communication for Children with Neurodevelopmental Profiles

6.5.10 How to Work Effectively with Speech and Language Therapists (SALTs) to Support Children with Neurodevelopmental Profiles

6.5.11 The Multidisciplinary Team (MDT)

6.5.12 Case Studies

6.5.13 Useful Links to Relevant Bodies

6.5.14 Summary