Listening to children and young people with speech language and communication needs

Abigail Beverly's artwork that is featured on the cover

This week Prof Sue Roulstone (University of West of England) and I have been finalizing page proofs for our new edited book titled Listening to children and young people with speech language and communication needs.

This book profiles the voice of the children and young people with speech, language and communication needs. Throughout the book, many examples of children’s opinions and thoughts are included, delivered via a range of frontiers, including art, photographs, and quotes.

Fifty people have contributed chapters to this book providing insights from speech and language therapists, social workers, psychologists, teachers, researchers, advocates, parents, and young people with speech, language and communication needs.More details can be found here.

Here are the contents and authors:

Foreword – Rt Hon John Bercow, Speaker of the House of Commons

PART I. ADVOCATES’ VIEWS

Chapter 1. A duty to listen

Lord David John Ramsbotham

Chapter 2. Listen up!

Abigail Beverly

Chapter 3. The bridge between the world of the disabled and the world of the fully functioning

Andrea Kaye

Chapter 4. Working in partnership: Therapists, children and families

Hazel Roddam

Chapter 5. Tuning into children with speech and language impairment

Linda Lascelles

Chapter 6. Social work and communication with children with speech, language and communication needs

Tillie Curran

PART II. ISSUES

Chapter 7. Listening to children and young people with speech, language and communication needs: Who, why and how?

Sharynne McLeod

Chapter 8. Children’s voice and perspectives: The struggle for recognition, meaning and effectiveness

Barry Percy-Smith

Chapter 9. The importance of silence when hearing the views of children and young people with speech, language and communication needs

Ann Lewis

Chapter 10. Ethics, consent and assent when listening to children with speech, language and communication needs

Rosalind Merrick

Chapter 11. Issues and assumptions of participatory research with children with speech, language and communication needs

Clodagh Miskelly

Chapter 12. Independent advocacy and listening to children with speech, language and communication needs

Jane Dalrymple

Chapter 13. Listening to proxies for children with speech, language and communication needs.

Juliet Goldbart and Julie Marshall

Chapter 14. Listening to adolescents with speech, language and communication needs who are in contact with the youth justice system

Pamela C. Snow, Dixie D. Sanger and Karen Bryan

Chapter 15. Exploring identity of children with speech, language and communication needs by listening to children's narratives

Rena Lyons

Chapter 16. Listening to children with speech, language and communication needs through arts-based methods

Jane Coad and Helen Hambly

Chapter 17. Cognitive and linguistic factors in the interview process

Julie E. Dockrell and Geoff Lindsay

PART III. EXAMPLES

Chapter 18. Listening to individuals with language impairment: What one can learn in 30 years

Bonnie Brinton and Martin Fujiki

Chapter 19. The Stammering Information Programme: Listening to young people who stammer

Ali Berquez, Elaine Kelman and Frances Cook

Chapter 20. “Give me time and I’ll tell you”: Using ethnography to investigate aspects of identity with teenagers who use alternative and augmentative methods of communication (AAC)

Mary Wickenden

Chapter 21. Listening to 4- to 5-year-old children with speech impairment using drawings, interviews and questionnaires

Sharynne McLeod, Jane McCormack, Lindy McAllister, Linda J. Harrison and Erin L. Holliday

Chapter 22. Listening to children with cleft lip and palate in Germany

Sandra Neumann

Chapter 23. “I can’t say words much”: Listening to school-aged children’s experiences of speech impairment

Graham Daniel and Sharynne McLeod

Chapter 24. Listening to adolescents after traumatic brain injury

Lucie Shanahan, Lindy McAlister and Michael Curtin

Chapter 25. Listening to the post-16 transition experiences of young people with specific language impairment

Catherine Carroll and Julie Dockrell

Chapter 26. Listening to children and young people talk about their desired outcomes

Helen Hambly, Jane Coad, Geoff Lindsay and Sue Roulstone

Chapter 27. “Everything is easier ‘cos they get it...”: Listening to young people’s views about people who work with them

Wendy Lee

Chapter 28. Designing a measure to explore the quality of life for children with speech, language and communication needs

Chris Markham

Chapter 29. Listening to infants about what life is like in childcare: A mosaic approach

Frances Press, Ben S. Bradley, Joy Goodfellow, Linda J. Harrison, Sharynne McLeod, Jennifer Sumsion, Sheena Elwick and Tina Stratigos

Chapter 30. Listening to the views of children in longitudinal population-based studies

Linda J. Harrison and Jane McCormack

Chapter 31. Finding ways to listen to young people in youth groups: The Afasic Youth Project 
Abigail Beverly and Clare Davies-Jones

Chapter 32. Making a film as a means of listening to young people

Sue Roulstone, Clodagh Miskelly and Robbie Simons

Chapter 33. Listening to siblings of children with speech, language and communication needs

Jacqueline Barr

Chapter 34. Listening to improve services for children and young people with speech, language and communication needs

Sue Roulstone and Sharynne McLeod