Inclusive Education Cafe

New Professional Learning Session Now Available!

The Language-Friendly Classroom: How can we all be involved?

Primary and secondary school students who experience language and literacy difficulties are often highly disadvantaged in the language-rich classroom environment. The impact can be significant: students are often disengaged and disempowered, leading to the development of mental health impacts, a range of behaviour challenges, and poor academic progress.

Teachers’ instructional language can act as either a barrier to, or a facilitator of, learning. This presentation will focus on ‘The Language-Friendly Classroom’, a process where professionals such as speech pathologists and teachers work together to introduce modified instructional language techniques into teachers’ everyday classroom teaching practices. Specific content will address teachers’ oral and written instructional language, as well as highlighting a team approach to enhancing students’ vocabulary.

The presentation will be delivered by Dr Julia Starling who is a Sydney-based speech-language pathologist with extensive clinical and research experience with populations of children, adolescents and young adults with language and literacy disorders. Julia has worked with community health multidisciplinary teams, with remote outreach organisations, with mental health services and as a university clinical educator and lecturer. Her particular driving force is in collaborating with primary and secondary school teachers, to ensure that students with additional learning needs have improved access to the curriculum.

Currently, Julia presents lectures, seminars and workshops, continues an active involvement in research projects, and produces resources for speech pathologists and teachers. Additionally, Julia is President of the Learning Difficulties Coalition of NSW.

Register below or find out more via the Eventbrite page here.

Published by School Inclusion - From Theory to Practice

I am a passionate educator who believes that all children should be afforded their right to an inclusive schooling experience.