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ELKLAN Introductory Speech & language Session– Liz Elks
November 11 @ 4:00 pm - 5:15 pm
Booking to be made via the link below:
This Speech and Language session will support all educators regardless of their classroom experience and provide, by creating a dialogic space for teachers, teaching assistants and researchers to collaborate. Liz Elks qualified as a Speech and Language Therapist (SaLT) in June 1981, and has worked within the NHS with a broad range of children in a wide variety of settings. As a co-founder and writer of Elklan training, she has more recently become a trainer of both speech and language therapists and education practitioners. Through this ‘train the trainer’ model Elklan has delivered nationally accredited training to over 60,000 people both nationally and internationally. As a result she feels most at ease when working in a school environment supporting educators. Her passion is for training staff to enable them to help children in the classroom without the need for additional programmes or withdrawal time.
“Communication is essential to life” says Liz, “I want to do all I can to enable children to talk and be understood all day everyday not just when they attend for speech and language therapy”.https://www.elklan.co.uk/about/Liz
On the 11th November, Liz will provide an introductory session on how to support the speech and language of all children in an inclusive classroom and provide attendees with useful strategies. She will also introduce the wide range of training courses that ELKLAN has to offer.
Please share widely with colleagues.
Details about this event:
During 2019/20 The University of Cambridge Primary School in collaboration with The Chartered College of Teaching and UCL, Centre of Inclusive Education will provide affordable training opportunities to promote inclusive SEND practices and improve SEND knowledge. The aim is to, improve confidence and competence when teaching children with additional needs.
School budgets are tight or virtually non-existent for professional development. The proportion of children with SEND attending mainstream settings is rising. It’s essential that schools need to think and act more inclusively. A change is needed: every school should be a ‘special’ school to all those who attend.