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Item Dementia is our “biggest expanding caseload”: Core learning for student speech and language therapists(Public Library of Science (PLoS), 2025-12-08) Volkmer, Anna; Alyahya, Reem S.W.; Atkinson, Hannah P.; Bose, Arpita; Britton, Hannah; Collins, Lindsey; Earing, Katie; Farraday, James; Hansjee, Dharinee; Heritage, Mary; Mackenzie, Sophie; Pratten, Sally; Tattersall, Catherine; Underdown, Daniel; Virgilio, Allison; Withford-Eaton, Nicola; Gauch, Mirjam; Talbot, Richard; Kindell, Jackie; Rohit Ravi,Dementia is a relatively recent addition to the speech and language therapist’s clinical role. Given the increase in prevalence of dementia, a review of current student speech and language therapy training on this topic is essential to ensure the profession can meet the needs of this expanding population. This study therefore aimed to understand the current support and training being provided for pre-registration student speech and language therapists on the topic of dementia across UK universities and explore the experiences and views of lecturers delivering this training. This study used an explanatory sequential mixed-methods study, employing a survey which consequently informed two focus groups. In total 18 participants from 16 universities participated in the study. Reflexive thematic analysis identified six main themes in the focus group data; 1. Dementia is a vast and therefore complex topic, 2. There are biases about dementia within and outside the profession, 3. Students bias towards dementia can be shifted through exposure, 4. Teaching could be enhanced by threading dementia through the curriculum, 5. There are several tensions in teaching on dementia: Possibilities versus clinical realities now and in the future, and 6. Dementia teaching must focus on person centeredness. The results emphasise the need for a paradigm shift in the teaching of student speech and language therapists. Underpinned by the principles of person-centered care five core components for teaching dementia student speech and language therapists were synthesized comprising 1. Challenge stereotypes around dementia, 2. Focus on speech, language and communication across dementias, 3. Teach them to build a relationship with people affected by dementia, 4. Teach goal setting for a progressive trajectory, 5. Prepare them to advocate for gold standard. Future research should work with people with dementia to further refine the core components for teaching student speech and language therapists.Item Curriculum Guidance: Preparing preregistration speech and language therapy learners for the professional workplace(Royal College of Speech and Language Therapists (RCSLT), 2025-10) Gardiner, Fiona; Corp, Emma; Cotton, Louise Ann; Day, Tracey; Bayliss, Ria; Bremner, Lynne; Gregory, Emma; Landeg, Elinor; Meteyard, Lotte; Moreland, Matthew; Tahmassian-Zarneh, Laurette; Wagstaff, SarahItem Phonetic Transcription in Clinical Practice(Wiley, 2024-01-08) Bates, Sally; Watson, Jocelynne; Heselwood, Barry; Howard, SaraPhonetic transcription provides the data currently considered fundamental to the assessment, diagnosis, and treatment of people with atypical speech (e.g., Howard & Heselwood, 2002; Stemberger & Bernhardt, 2020). It delivers a principled approximation of the speaker's output in linear notation form which can identify areas of strength and weakness in the speaker's phonetic and phonological systems. This contributes to an understanding of a speaker's communicative profile and supports clinical decision‐making. Transcription is acknowledged to be effortful and time consuming (White et al., 2022). Providing speech samples to be transcribed can also be demanding for a speaker, especially so if they have concomitant medical and/or cognitive difficulties or if they have an inconsistent, developing or deteriorating profile requiring more frequent sampling. The Speech and Language Pathologist (SLP) needs to consider the level of detail to include in their transcription. Fortunately, the richness of acoustic information in speech, both in terms of its spectral and temporal structure, affords some discretion with regard to the type and amount of information on which to focus listening and notation. Being able to take a strategic view about which information will be most pertinent to an individual case will contribute to an efficiency and effectiveness which is axiomatic in the clinical setting. The SLP must also be sensitive to the possibility that in dealing with individual speakers there is potential for missing relevant data where collection is constrained by pre‐set criteria (Howard & Heselwood, 2002). These issues must be taken into account as they navigate the ongoing cost benefit analysis which inevitably accompanies the path to providing the speaker with an optimal outcome. This chapter considers the practice and value of clinical phonetic transcription in the clinic and in research. We start with an overview of the ways in which speech might be impaired and the range of professional issues which the SLP will need to consider for clinical purposes. We follow with a description of the notation systems most widely available, the multiple tiers of information which can be derived from a transcription and the additional information which can be provided by instrumental analysis techniques. We illustrate the value of transcription with reference to the most prevalent pediatric clinical population, that is, children with unexplained Speech Sound Disorder (SSD) and include consideration of the critical role of speech sampling in supporting effective data analysis. The chapter concludes with an appraisal of the current challenges in implementing phonetic transcription in the clinical setting.Item Neurodivergent Children: A neuroaffirming lens on autism, ADHD and beyond(Routledge, 2025-11-13) Bremner, Lynne; Rutherford, MarionThis chapter explores the critical role of speech and language therapists (SLTs) in supporting neurodivergent children and young people through a neuro-affirming lens. It emphasises the importance of understanding the neurodiversity paradigm and adopting a neurodevelopmental approach to communication assessment and intervention. The chapter provides an overview of neurodevelopmental conditions as described in current diagnostic criteria and highlights the need for SLTs to expect and understand co-occurrence because individuals rarely fit neatly into delineated categories. Adopting the International Classification of Functioning, Disability, and Health (ICF) framework, the chapter outlines how communication assessments can holistically address the interplay between individual profiles, the influence of the physical and social environment, and participation in daily life. It introduces neuro-affirming principles, encouraging SLTs to move beyond deficit-based models and to find ways to recognise difficulty and disability whilst also taking a positive and inclusive approach to diverse developmental trajectories, communication styles, and individual strengths. The chapter provides SLT students with practical guidance on creating supportive environments, empowering families, and fostering meaningful communication. It encourages critical thinking in relation to traditional interventions which takes account of the aspiration for evidence informed, personalised, and inclusive approaches that respect autonomy and support individuals to be their authentic selves. Real-world examples and a short case study support readers to consider applying collaborative, interdisciplinary practices to enable neurodivergent children and young people to thrive across various contexts.Item The evolution of a language – reanalysing a study of Gaelic from the 1950s(2025-11-18) Scobbie, James M.Item Counting the cost of dysphagia– and the social benefits of treating it(The Royal Society of Edinburgh, 2025-11-18) Ma, Joan K-YItem Articulatory Aspects of Approximants(Equinox Publishing, 2026) Lawson, Eleanor; Scobbie, James M.Item Interpreting for deaf children in healthcare settings: An exploration of challenges and strategies(SAGE Publications, 2025-10-02) Cherubin, Naomi; Mapson, RachelGood health literacy enables individuals to look after their health and well-being. However, deaf adults are seven times more likely to experience poor health literacy then their hearing counterparts, leading to poorer health outcomes. To improve health literacy levels in the deaf community, researchers emphasise the need for deaf children to access health-related information. When a child attends healthcare appointments, a qualified sign language interpreter is therefore essential. However, interpreting in this environment is a complex phenomenon. This qualitative study adopts an emic perspective to explore the challenges encountered by interpreters and some of the strategies adopted. Ten registered sign language interpreters with experience of working with deaf children in healthcare settings were selected to be involved in the research. Semi-structured interviews were carried out with each participant and reflexive thematic analysis was used to identify themes in the data. This study illustrates that, in addition to linguistic skills, an interpreter needs to possess interpersonal skills to conduct themselves in a professional manner and work in collaboration with the healthcare practitioner, child and parents. Additionally, the research shows that in this environment, interpreters may experience intrapersonal demands, highlighting the need for them to manage their emotions and look after their own well-being.Item Tools for Promoting Independent Living Skills in Individuals with Disabilities(IGI Global, 2024-10) Dimitriadou, Ioanna; Vasileiadis, Ilias; Koutras, Spyros; Dimitriadou, Ioanna; Vasileiadis, Ilias; Koutras, SpyrosPromoting independent living skills in individuals with disabilities is a crucial aspect of enhancing their quality of life and enabling them to thrive. These skills, which range from personal care and household management to navigating social and community settings, are essential for fostering autonomy and self-reliance. Teaching these skills requires a tailored approach that considers the unique needs of each individual, ensuring that they are equipped to face daily challenges and succeed in the personal and professional aspects of their lives. Tools for Promoting Independent Living Skills in Individuals With Disabilities provides a comprehensive resource for educators and specialists working across multiple disciplines. Featuring expert contributions, it focuses on promoting independence in individuals with disabilities of all ages and types. With practical strategies and real-world applications, the book serves as a vital tool for those teaching life skills to help individuals with disabilities achieve greater autonomy and a higher quality of life.Item ALLIANCE report for the CPG on Deafness - Dementia Assessments for people with Deafness, Deafblindness or Visual Impairment(Health and Social Care Alliance Scotland, 2025-04-07) Johnson, ChristineA working group of the Cross-party Group on Deafness aims to improve care pathways and support for people with dementia who also experience Deafness, Deafblindness or Visual Impairment, including BSL users. This working group, also supported by the Cross-party Group on Visual Impairment, is developing the first framework of sensory care standards for Scotland. The framework of sensory care standards will centre around several core areas, one of which will be sensory assessment. Identifying Deafness, Deafblindness or Visual Impairment before people are assessment for dementia is important, because it enables tailored communication which meets people’s needs. This fosters informed decision making and independence. It also enables GPs and other health and medical professionals to select different memory/dementia assessment tools – rather than using standard tools that require people to see and hear. Not identifying or considering Deafness, Deafblindness or Visual Impairment means that assessments and support planning are unlikely to be appropriately tailored to the needs and rights of individuals. The working group wanted to know if or how sensory assessments feature as part of any dementia assessment pathway in Scotland, or during post-diagnostic support. We explored the practices of health and medical professionals who carry out memory/dementia assessments for people who are Deaf, Deafblind or who have a Visual Impairment, including BSL users, and the eye and hearing care specialists who assess sight and hearing. From August to October 2024 the ALLIANCE collected responses to four online surveys, each one targeted at a specific group of health and medical professionals in Scotland. The major findings from this research are that there are large variations in practice in the assessment of dementia for people with Deafness, Deafblindness and Visual Impairment, including BSL users. There is also a lack of integrated care pathways between dementia assessments performed by GPs and other health and medical professionals, and sensory assessments from eye and hearing care services. Our findings include: Only 6% of GPs and 12% of other health and medical professionals specified that they would assess both sight and hearing as an integrated part of assessing memory/dementia. Methods used to assess dementia risked missing Deafness, Deafblindness or Visual Impairment. GPs and other Health and Medical Professionals were largely unaware of memory/dementia assessments specifically design for people who are Deaf, Deafblind or have a Visual Impairment, and this included assessments for BSL users. A respondent who is also a professional with lived experience of supporting a relative with Deafness and now advanced dementia through diagnosis and post-diagnostic support, stated that if appropriate assessment tools had been used much earlier in the process, poor outcomes could have been avoided: “Provision is drastically lacking for deaf/blind dementia patients […] deafblind manual [users] are not considered – the hearing community typically thinks that it’s all the same language.” Based on the research findings, the ALLIANCE has published a report for the Cross-party Group on Deafness containing 26 recommendations to improve care pathways and support for people with dementia who also experience Deafness, Deafblindness or Visual Impairment, including BSL users. These recommendations will inform future work by the sensory care and dementia working group on developing the first framework of sensory care standards for Scotland.