Publications available to order

To order any of the below, free of charge, please e-mail enquiries@thecommunicationtrust.org.uk. Please state if you would like to receive our free monthly e-newsletter.

Afasic Resource, Including young people with speech, language and communication difficulties in secondary school - This resource is for those seeking theory and practice to support young people with speech, language and communication needs (SLCN) within mainstream secondary schools. The content is based on the experience of speech and language therapists and teachers working collaboratively in real classrooms.

BT TalkWorks - This is a 128 page book that explains the importance of communication and good conversations in our everyday lives. It breaks down conversations into their component parts and explains how to make conversations more productive and satisfying, by highlighting some of the common ways our conversations can falter and how to avoid these things from happening. Easy to read with some food for thought for anyone who is interested in communication and enjoys a good conversation.

Sentence Trouble - This publication has been written for everyone that works or volunteers in Youth Offending Teams (YOT), Secure Children’s Homes, Secure Training Centres and Young Offenders Institutions (YOI). It is intended to help improve understanding and communication with children and young people, particular those with communication needs.

Transition Report - Earlier this year we asked Professor Sue Roulstone and Anne Ayre to talk to a number of schools about what resources secondary schools could use to support children with speech, language and communication needs who were moving from primary school to secondary school. This report summarises their findings and will inform the Trust's future work. Hard copies are also available.

Children and Young People's Consultation - The Communication Trust have been consulting with children and young people to discover their views on the role adults play in supporting communication skills. This consultation reports what the young people said and their recommendations to the children's workforce.

The report also includes a pull out poster which shows what the children and young people's top tips are. Please print off and display in your classroom/office.

Speech, Language and Communication Information for Secondary Schools - This publication sets out the importance of speech, language and communication within secondary schools and identifies a range of useful resources. *Currently out of stock but being reprinted*


Explaining Speech, Language and Communication Needs (SLCN) - This publication was written by the Consortium and includes case studies. It outlines, in simple language, what we mean by speech, language and communication and SLCN.

Speech, Language and Communication Framework (SLCF)  - The SLCF sets out the skills and knowledge needed by practitioners to support the speech, language and communication development of all children. To complete the Framework please go to www.communicationhelppoint.org.uk.

TCT and I CAN Talk Series 5 - Speech, Language and Communication and the Children's Workforce - A joint paper with I CAN, explaining the importance of understanding speech, language and communication.

Speech, Language and Communication Information for Primary Schools - This guide has been developed to help primary schools support children's speech, language and communication.

The Communication Trust Report - Summarises the work the Trust has done over the last two years.

The Communication Trust leaflet - This gives an overview on The Trust and who is involved.

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Other downloads:

The Communication Trust Principles - This document explains the principles that guide our work.

The following tables show some nationally-available courses which might support particular training needs:

     Universal       Enhanced       Specialist

See instructions on how to produce SLCF reports for cohort groups.

Mapping to the SLCF - This document explains to training providers the benefits of mapping their training to the SLCF.