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sli2012

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 hanen obrazek

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Janice Greenberg, Program Director at The Hanen Centre (Toronto), presented a workshop on Hanen Programs, which are specialized therapeutic programs involving intensive education of groups of parents (whose children have language delays) or educators (who work with young children in educational settings). Hanen programs are based on the philosophy that children learn to communicate within the natural conversations of everyday life and that parents and educators are the child’s best language facilitators if they are taught to do this effectively.

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plenary speakers

Professor Dorothy BISHOP – Professor of Developmental Neuropsychology at the Department of Experimental Psychology, Oxford University, Oxford, Great Britain; She investigates the neurological and genetic basis of SLI and the relation between SLI and dyslexia; She is author of several language development diagnostic tools (e.g. Test of Reception of Grammar – TROG-2).
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Professor Shula CHIAT – psycholinguist, professor at the Language & Communication Science Division, City University London, Great Britain; she specializes in early assessment and diagnosis of language disorders. Co-author of diagnostic tools for assessing language development (e.g. The Preschool Repetition Test)
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Professor Philip DALE – psychologist, professor and chair of the Department of Speech & Hearing Sciences, University of New Mexico, Albuquerque, USA; co-developer of the MacArthur-Bates Commmunicative Development Inventories; co-author of numerous experimental studies on language development, language disorders, and intervention, including twin studies of genetic and environmental influence conducted in the United Kingdom.
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Professor Laurent DANON-BOILEAU – Professor in linguistics and psycholinguistics at Département des Sciences de Langage, Université Paris Descartes and  researcher at Centre National de la Recherche Scientifique, Paris, France. He is also a  psychoanalyst and conducts therapies with children with speech disorders and autism spectrum disorder; an author of books about children who do not speak. (The Silent Child O.U.P 2001, Children without speech O.U.P 2005)

 

Professor Esther DROMI –School of Education, Tel Aviv University, Israel. Professor Dromi  specializes in early communication, language and speech development, and in language impairments in young children. She published studies on children with various developmental disorders (SLI, deafness, and Autistic Spectrum Disorders). Professor Dromi is working within the developmental theoretical framework and therefore highlights the need to consider each child within his/her family, and to develop individual intervention programs to be implemented in the clinic and in the educational settings. 

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Dr Patricia EADIE – Speech Pathologist & Senior Lecturer in the Department of Audiology & Speech Pathology, University of Melbourne. Her research focuses on the early identification of children with language impairment, the developmental pathways to SLI and measurement & reliability issues in the assessment of language skills. She is one of the senior investigators conducting the Early Language in Victoria Study (ELVS), a longitudinal investigation of the emergence of language and literacy disorders in a community cohort of children from birth to 7 years. Dr Eadie will represent the team of investigators when presenting data from the ELVS Study - Prof Sheena Reilly (Principal Investigator), Edith Bavin, Lesley Bretherton, John Carlin, Anne Castles, Patricia Eadie, Margot Prior, & Melissa Wake.

 

Janice GREENBERG, B.Sc., D.S.P., is a speech-language pathologist and Director of Early Childhood Education Services at The Hanen Centre.  She has co-authoured Learning Language & Loving It (Weitzman & Greenberg, 2002) and ABC and Beyond: Building Emergent Literacy in Early Childhood Settings (Weitzman & Greenberg, 2010). Ms. Greenberg is an experienced leader of Hanen Programs and provides training to teachers and speech-language pathologists worldwide. She has also been a co-investigator in several research studies on the impact of Hanen Programs.
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Professor James LAW – linguist and speech and language therapist and Professor of Speech and Language Science in the School of Education, Communication and Language Sciences, University of Newcastle. Newcastle-upon-Tyne, Great Britain; principal author of the Cochrane Review of interventions for children with speech and language delays/disorder and co-author of a number of papers analysing data from long-term epidemiological studies of early language disorders; currently member of a team developing social policy strategy for diagnosis and intervention in speech and communication disorders.
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Professor Laurence B. LEONARD – Professor of Speech-Language Pathology, Department of Speech, Language & Hearing Sciences, Purdue University, West Lafayette, Indiana, USA; the author of Children with Specific Language Impairment (1998), which was translated into Polish and published by Gdańkie Wydawnictwo Psychologiczne: Specyficzne zaburzenie rozwoju językowego (2006); conducts numerous experimental studies, his area of focus is the study of grammatical disorders in SLI.
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Professor Marilyn NIPPOLD – Professor of Communication Disorders and Sciences at the University of Oregon (USA) where she specializes in later language development, literacy, language disorders, and stuttering. A speech-language pathologist, Professor Nippold has published 5 books and over 100 journal articles and book chapters and is a Fellow of the American Speech-Language-Hearing Association (ASHA). Currently, she serves as Editor-in-Chief of Language, Speech, and Hearing Services in Schools.

 

Ms Stephanie ORLOSKI – speech and language pathologist. Graduated from University of Maryland, worked as a research fellow in Yale Child Study Center’s Autism Program, and as a speech and language therapist and clinical supervisor in Maryland and Virginia. She now lives in Warsaw and provides therapy and school-based consultation for English-speaking children with autism spectrum disorder, dyslexia, and language impairment.

 

Professor Monika PAWŁOWSKA – Department of Communication Sciences & Disorders, University of North Dakota, Grand Forks, North Dakota, USA; linguist, graduate of English philology of Adam Mickiewicz University in Poznan (Poland), where she also pursued her Ph.D. degree; she has worked in the USA in professor Leonard’s team in Purdue for a several years, currently a professor at the University of North Dakota.
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Professor Nan BERNSTEIN RATNER – Professor of Speech-Language Pathology, Chair of the Department of Hearing & Speech Sciences, University of Maryland, College Park, Maryland, USA; recognized specialist in speech fluency (stuttering); together with Jean Berko Gleason, who was her mentor, she is the author of the texts Psycholinguistics  (translated and released in Poland by  Gdańskie Wydawnictwo Psychologiczne in 2000 as  „Psycholingwistyka”) and The Development of Language (8th edition).

 

Professor Leslie A. RESCORLA– profesor psychologii, kieruje Child Study Institute, Bryn Mawr College, Bryn Mawr, Pennsylvania, USA; prowadziła przez 15 lat badania podłużne dotyczące dzieci późno mówiących, autorka kwestionariusza rodzicielskiego LDS (Language Development Survey), narzędzia badawczego do diagnozy zaburzeń ekspresji mowy u dzieci między 18 a 35 miesiącem.
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Professor Penny ROY – developmental psychologist, professor in the Language & Communication Science Division, City University, London, Great Britain; specializes in research on language disorders, early language deprivation and the influence of socioeconomic status on language development. Co-author of diagnostic tools for assessing language development (e.g. The Preschool Repetition Test)
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Professor Magdalena SMOCZYŃSKA – psycholinguist, professor at Institute of Education Studies (Instytut Badań Edukacyjnych) in Warsaw; for many years worked at Jagellonian University in Cracow. She is an author of publications on language development of Polish-speaking children and of Polish adaptation of McArthur-Bates Communicative Development Inventories, an assessment tool for  early language development. She conducts research on late talkers and develops tools to diagnose SLI in Polish.

 

Professor Catherine E. SNOW, Patricia Albjerg Graham professor at the Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA; psycholinguist, recognized researcher of child language and literacy development, focusing on children placed at high social or academic risk.  She has published on child-directed speech, reading books with children, development of narrative skills, development of discussion skills in classrooms, qualities of excellent early childhood education, and the relation of language skills to reading comprehension.  Together with Brian MacWhinney, she is the co-founder of the international CHILDES database.

 

Professor Elżbieta SZELĄG – Professor in Neuroscience and Head of the Laboratory of Neuropsychology at the Nencki Institute of Experimental Biology in Warsaw; she also holds the Chair in Neurorehabilitation at the University of Social Sciences and Humanities (SWPS) in Warsaw. Professor Szeląg has been involved in research on neuropsychological mechanisms of human cognition and neuropsychological rehabilitation; she has worked clinically in speech therapy specialist centres both in Poland and abroad. Since 2010 she has been the Vice-Chair of the COST Program TIMELY (6th FP EU).

 

Professor Elin THORDARDOTTIR – speech and language pathologist, professor in the  School of Communication Science & Disorders, McGill University, Montreal, Canada; she specializes in studying language disorders in French-, English- and Icelandic speaking children. Author of new diagnostic methods and intervention programmes.
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Professor Bruce TOMBLIN – Professor of communication sciences and disorders, director of the Child Language Research Centre, Iowa University, Iowa City, Iowa, USA. His research has concentrated on the causes and consequences of poor language development children with specific language impairment (SLI), autism, and hearing loss. He has also conducted research on the genetic bases of language development and disorders.
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Janice Greenberg, B.Sc., D.S.P., is a speech-language pathologist and Director of Early Childhood Education Services at The Hanen Centre.  She has co-authoured Learning Language & Loving It (Weitzman & Greenberg, 2002) and ABC and Beyond: Building Emergent Literacy in Early Childhood Settings (Weitzman & Greenberg, 2010). Ms. Greenberg is an experienced leader of Hanen Programs and provides training to teachers and speech-language pathologists worldwide. She has also been a co-investigator in several research studies on the impact of Hanen Programs.

dzieci

 sli

The prevalence of Specific Language Impairment in children is 7% and is characterized by difficulties in using language. Children with SLI learn to talk later than typically developing children and once they start talking, their linguistic abilities are limited: they have limited lexicon, problems with grammar, they do not understand complex sentences. Dyslexia is also common among them. Children with SLI, even though they have correct hearing, are intellectually capable, do not have neurological disorders nor features of autism, are prone to severe education failures, which has a negative impact on their lives. It is estimated that there are about 300 thousand children with SLI in Poland. Most of them are not diagnosed and have no chance of receiving the necessary treatment.



 

 

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dzieci

 

As we were preparing for the international Conference on SLI in Poland, a group of four prominent British academics: Dorothy Bishop, Professor at Oxford University; Gina Conti- Ramsden, Professor at the University of Manchester; Dr Courtenay Norbury from the University of London and Maggie Snowling, Professor at the University of York, had launched in May 2012 a joint initiative: Raising Awareness of Language Learning Impairments (RALLI). Within the campaign, short videos are published on youtube, in which specialists explain the characteristics of language impairments, including SLI, stressing their negative impact on the people affected. Children with SLI themselves also talk about their experiences. We would like to encourage you to watch the RALLI videos.


http://www.youtube.com/RALLIcampaign

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