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We begin by taking time to understand each child’s communication within the context of their development, relationships and everyday environments.
Assessment is not limited to standardised testing. It includes observation, listening and collaborative formulation, with a focus on how communication, regulation, sensory-motor factors and interaction patterns connect.
Where appropriate, specialist reports are provided for statutory processes, including EHCP appeals and tribunal proceedings. These reports are grounded in holistic assessment and are written to clearly articulate communication needs, functional impact and evidence-based provision requirements.
Support is shaped around the individual, with a strong emphasis on relational safety, regulation and meaningful participation.
Work may include:
The focus is on supporting communication to emerge and generalise across real-life contexts, rather than practising isolated skills.
For older children and young people, this may include support around communication, regulation and participation during high-pressure or transition periods, such as exams or educational change.
Children with complex communication needs are best supported when the adults around them share a clear, joined-up understanding.
We offer training, consultation and reflective discussions for parents, schools and professionals, focusing on:
This work supports substantial change beyond individual appointments.
Supporting Inclusive Communication Environments
This work can also extend to organisations and workplaces supporting young people and young adults, with a focus on inclusive communication cultures.
This may be particularly relevant for organisations supporting neurodivergent young people, or those with additional communication needs, as they move into and within employment.
Support may include training and consultation to help teams:
Our work is grounded in neuroaffirming, relational and developmental principles. We understand communication as something that emerges through regulation, relationships, sensory-motor development and meaningful participation, rather than as a set of isolated skills to be trained.
Our clinical thinking is informed by established frameworks that align with these principles, including:
These approaches are not applied as rigid programmes. Instead, they inform how we observe, formulate and support each child’s communication within their unique context.
We work in ways that respect neurodivergent identity and prioritise emotional safety, agency and participation.
If you are concerned about any aspects of your child’s speech and language development, please do not hesitate to contact me.
info@racheljosephslt.com
+44 (0)7954945362
© Rachel Joseph SLT 2022 All Rights Reserved
