Description
This work draws on the experience of a team of practitioners who support the learning, communication and special needs of children with pragmatic disorders on a daily basis. With direct reference to classroom practice, this work shows how to respond effectively to the needs of these children by making successful assessments, co-ordinating individual and group work with children and collaborating with other teachers, speech and language therapists and psychologists. The authors offer advice on the management of classroom and support systems, and emphasize the importance of involving parents at every stage.
