Creating an Inclusive Classroom for DLD

Developmental Language Disorder (DLD) affects an average of two children in every mainstream classroom, yet it continues to be a relatively unknown condition. This book equips teachers with a practical toolkit of strategies and resources which will not only support children with DLD but enhance the learning of the whole class.
The book provides a comprehensive introduction to DLD and explores key topics from receptive language and working memory to maximising visuals, supporting transitions and creating an inclusive environment where all children can thrive. Each topic contains: - Practical ideas for working on a whole-class level, as well as targeted and specialist ideas for groups and individuals - Guidance on creating a classroom culture where children are listened to and where they feel settled, safe and happy to ask for help - Strategies and advice for working with families alongside opportunities to reflect on current practice - A wealth of printable resources, templates and examples which can be used to support children with DLD in the mainstream classroom without impacting on teachers' already heavy workload
Placing a focus on inclusive teaching to enable all children to reach their potential (DLD diagnosis or not), this is an empowering and essential resource for primary school teachers and teaching assistants, as well as speech and language therapists.

Katie Little is a Special Needs Coordinator (SENCo) at an inner-city school in Bradford. She has worked in mainstream primary schools for over 20 years across the Bradford and Keighley area and has been a SENCo for over six years. Katie is passionate about supporting all children with additional needs, particularly those with Developmental Language Disorder. She has previously worked in an outstanding school where she was instrumental in developing pathways, processes, school guidance and training for SEND. Katie champions self-advocacy in students and strives to enable pupils to understand and achieve their own potential, working closely with families and practitioners collaboratively.