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It frames bilingualism and language identity, clarifies how speech and language needs (SLCN) and SLCD are defined, and distinguishes clinical therapy needs from children who require educational support rather than specialist clinical intervention. It also explains the remit of SLTs in relation to additional language acquisition, using examples across Gaelic, English, and other community languages.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/slt-assessment-and-intervention-best-practice-for-children-and-young-people-in-bilingual-settings-chapter-1/508161/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/slt-assessment-and-intervention-best-practice-for-children-and-young-people-in-bilingual-settings-chapter-1/508161.png","ImageObject",300,407,{"name":92,"@type":93},"asda1da","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-05",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of this chapter for professionals in GME settings?","Question",{"text":112,"@type":113},"It targets professionals supporting children in Gaelic Medium Education who present with speech, language and communication difficulties (SLCD), including speech and language therapists, teachers, and related staff.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the chapter define SLCN and the specific subgroup covered (SLCD)?",{"text":117,"@type":113},"It describes SLCD as primary speech, language and communication difficulties where language difficulties occur without an identified neurodevelopmental or social cause, distinguishing it from other SLCN sub-groups.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are typically developing bilingual children generally not considered clinical cases here?",{"text":121,"@type":113},"The chapter states that SLTs are not concerned with typically developing bilingual children, particularly when concerns relate to acquiring additional language skills without signs of SLCD.",{"name":123,"@type":110,"acceptedAnswer":124},"What determines whether a child is treated as a clinical case versus a candidate for educational support?",{"text":125,"@type":113},"Clinical cases are those whose speech, language and communication difficulties affect both languages or their expected language acquisitions at a specialist level, while some children with appropriate verbal skills in their first language but delays in additional language acquisition are positioned for educational support rather than clinical SLT intervention.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},508161,1791270283,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},3985747861852,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","SLT Assessment and Intervention:  \nBest practice for children and young people in bilingual settings 1  \nCarol Stow and Sean Pert  \nForeword  \nThis chapter is aimed at professionals in Scotland working with children attending Gaelic Medium Education (GME) presenting with speech, language and communication difficulties (SLCD) . This typically includes speech and language therapists (SLTs) , teachers, education staff and other related professionals. Space restrictions have in places limited the detail which could be included: we have therefore added a large number of references to enable the reader to explore the evidence in greater depth if they so wish. Given the statistical fact that the majority of SLTs working in Scotland will come from a monolingual English background this chapter is written from that perspective. Similarly, reflecting statistical facts, SLTs are referred to as “she” and children seeing SLTs as “he”.  \nIntroduction  \nLanguage and cultural identity are inextricably linked. English is the most frequently spoken language in Scotland. However, in the last few decades there has been growing interest and support for re-establishing Scottish Gaelic. This has led to the establishment of groups of people dedicated to preserving and re-invigorating the use of their language. The phenomenon is entirely understandable and indeed from a linguistic context entirely commendable but it is important to understand that the preservation of anyone particular language is not the remit of the SLT. SLTs are concerned with the 7-10%(Law 2000) of children who are experiencing difficulties communicating. It is therefore appropriate to start this chapter with an examination of the role of the SLT with bilingual children. This also means that we must initially set out what we mean by bilingual in the context of GME.  \n1 This document was commissioned by RCSLT and has been approved by accredited RCSLT expert advisers.  \nC. Stow & S. Pert 1  \nDefinitions  \nSLCN and SLCD  \nSpeech, language and communication needs has become a popular term following the UK cross-party Bercow report (2008) . However, recent research has shown that the term is not understood in the same way by parents and professionals. Lindsay et al. (2010) distinguish between three sub-groups of SLCN. It is children presenting with ‘primary speech, language and communication difficulties (SLCD),   where language difficulties occur in the absence of any identified neurodevelopmental or social cause’ who are the focus of this chapter.  \nThere may be many children who have SLCN ‘   associated with limited experiences, typically associated with socio-economic disadvantage’(Lindsay et al. 2010) , but these children are not within the remit of clinical speech and language therapy interventions. Note that additional language learners may be described as presenting with SLCN caused by insufficient exposure to the additional language, but such individuals are not likely to experience life long difficulties with their (core, central) communication skills (SLCD) .  \nSpeech and Language Therapists  \n‘Speech and language therapists (SLT) assess and treat speech, language and communication problems in people of all ages to help them better communicate. They'll also work with people who have eating and swallowing problems.’ (NHS Careers, 2014) .  \n‘Speech and language therapists (SLTs) are the lead experts regarding communication and swallowing disorders.’ (Royal College of Speech and Language Therapists (RCSLT) 2006: 2) .  \nBoth these definitions highlight that SLTs work with communication problems or disorders. Indeed ‘   detailed assessment will facilitate the SLT to reach a differential diagnosis and establish if there is a primary communication difficulty that does not arise as a result of acquiring   an additional language’(RCSLT 2006) . The section concerning bilingualism in professional guidelines specifically states that ‘Bilingualism is not a disorder  ’ (RCSLT 2006: 269) .  ","cbCaisUyct7NOqbb","https://ap.wps.com/l/cbCaisUyct7NOqbb","pdf",588952,28,"English","# Foreword\n# Introduction\n## Language and cultural identity\n# Definitions\n## SLCN and SLCD\n## Speech and language therapists\n# Clinical cases in Gaelic medium context\n## Specialist-level clinical considerations\n## Candidates for further educational support","[{\"question\":\"What is the focus of this chapter for professionals in GME settings?\",\"answer\":\"It targets professionals supporting children in Gaelic Medium Education who present with speech, language and communication difficulties (SLCD), including speech and language therapists, teachers, and related staff.\"},{\"question\":\"How does the chapter define SLCN and the specific subgroup covered (SLCD)?\",\"answer\":\"It describes SLCD as primary speech, language and communication difficulties where language difficulties occur without an identified neurodevelopmental or social cause, distinguishing it from other SLCN sub-groups.\"},{\"question\":\"Why are typically developing bilingual children generally not considered clinical cases here?\",\"answer\":\"The chapter states that SLTs are not concerned with typically developing bilingual children, particularly when concerns relate to acquiring additional language skills without signs of SLCD.\"},{\"question\":\"What determines whether a child is treated as a clinical case versus a candidate for educational support?\",\"answer\":\"Clinical cases are those whose speech, language and communication difficulties affect both languages or their expected language acquisitions at a specialist level, while some children with appropriate verbal skills in their first language but delays in additional language acquisition are positioned for educational support rather than clinical SLT intervention.\"}]","SLT Assessment and Intervention - Best practice for children and young people in bilingual settings - Chapter 1 | PDF",1791210881,71]