Supporting Children’s Speech, Language and Communication Needs

Susan McCool

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English

Routledge
13 November 2025

Teaching of specific learning difficulties & needs; Speech & language disorders & therapy; Nursing & ancillary services

This book is the definitive text on understanding and supporting children’s speech, language and communication needs (SLCN). Written by experts, it presents evidence-based approaches in a highly accessible format. Wide-ranging in scope, Supporting Children's Speech, Language and Communication Needs

covers best practice for many groups of children, including those with speech sound disorders, Developmental Language Disorder (DLD) and neurodevelopmental differences discusses specialist populations, including acquired brain injury and cleft lip and palate, as well as childhood onset eating, drinking and swallowing difficulties features chapters on inclusive communication environments, Alternative and Augmentative Communication (AAC), communication partners, the whole systems approach and evidencing impact, exploring cross-cutting themes.

Case studies are included throughout to bring learning to life, and recommended online sources of further information are included. Comprehensive, authoritative and up to date, this book will prove indispensable for students and practitioners in speech and language therapy.

Edited by: Susan McCool
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 246mm, Width: 174mm,
ISBN: 9781041138167
ISBN 10: 1041138164
Pages: 308
Publication Date: 13 November 2025
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Hardback
Publisher's Status: Forthcoming

List of contributors Introduction Susan McCool Part 1: Understanding and supporting children’s speech, language and communication needs Chapter 1: Understanding and supporting children’s speech, language and communication Susan McCool Chapter 2: A ‘whole systems’ approach to meeting speech, language and communication needs Marie Gascoigne Chapter 3: Inclusive communication Kim Hartley Kean Chapter 4: Augmentative and Alternative Communication (AAC) Janice Murray Chapter 5: Communication partners Hayley Moroke Chapter 6: So what? And Prove It! Evidencing impact Marie Gascoigne Part 2: Speech Chapter 7: Speech Sound Disorders (SSDs) Joanne Cleland and Helen Stringer Chapter 8: Voice Wendy Cohen Part 3: Language Chapter 9: Promoting early language development Sheena Reilly and Cristina McKean Chapter 10: Developmental Language Disorder (DLD) Courtenay Norbury and Susan Ebbels Part 4: Communication Chapter 11: Severe and profound learning disabilities (a school-based approach) Rachel Sawford and Ann Miles Chapter 12: Stammering Ben Bolton-Grant Chapter 13: Neurodivergent children: a neuro-affirming lens on autism, ADHD and beyond Lynne Bremner and Marion Rutherford Chapter 14: Social, emotional and mental health needs: trauma-informed and anxiety-aware care? Susan McCool Part 5: Selected populations with specialist needs Chapter 15: Deaf children Sarah Beazley and Judy Halden Chapter 16: Cleft lip and palate Stephanie van Eeden and Julie Davies Chapter 17: Acquired Brain Injury (ABI) Katherine Buckeridge, Helen Cullimore, Lucy Cuthbertson and Rhiannon Halfpenny Chapter 18: Childhood onset eating, drinking and swallowing difficulties Diane Sellers, Ailish Harrison, Sally Morgan and Mari Viviers

Susan McCool is a Principal Teaching Fellow in speech and language therapy at the University of Strathclyde, Glasgow, UK. She is the author of Working with Child and Adolescent Mental Health: The Central Role of Language and Communication.

Reviews for Supporting Children’s Speech, Language and Communication Needs

“I’m so glad this book has been written. In a profession where the knowledge and curriculum develop so rapidly, it is quite remarkable to have a reliable source of such contemporary information. The authors provide holistic understanding of everyone supporting a child with SLCN, ultimately resulting in highly informed readers, readily able to enable the best outcomes for children and families. Doing so within evidence and impact-based frameworks ensures strong foundations and secure progression for research, service provision and especially, individuals”. - Shona Corker, Programme Lead, MSc Speech and Language Therapy, York St John University, UK