A late talker is typically a toddler between 18 and 30 months who has a smaller vocabulary than expected for their age. At this stage, their understanding of language may be appropriate, and other areas of development, such as play and motor skills, may also be developing as expected (Lowry, 2011).

Functional communication refers to an individual’s ability to communicate effectively in order to express their feelings, needs, wants and experiences. It begins to emerge from an early age, with children initially communicating through gestures, facial expressions and signs before progressing towards first words, phrases and, eventually, longer sentences.

Every child develops communication skills at their own pace. For children with different abilities, functional communication may emerge differently or develop at a slower pace (California Scottish Rite Foundation, 2026). Regardless of the form it takes, functional communication provides an important foundation for emotional regulation, coping strategies and participation in everyday activities.

Growing up with more than one language is increasingly common in multicultural communities. A multilingual child is someone who understands and/or uses two or more languages, whether spoken, signed or written, regardless of the age at which those languages were acquired (McLeod, 2024).

The start of a new scholastic year brings new teachers, new routines and new expectations and, for many students and their families, a new Individualised Education Plan (IEP).

For parents, the IEP process may initially feel overwhelming. There can be unfamiliar terminology, different professionals around the table and several goals to consider. However, at the heart of an IEP is something quite simple: understanding the individual student and identifying how best to support their learning, participation and development at school.

With the start of a new school year fast approaching, teachers will soon be getting to know a new group of pupils: their personalities, strengths, learning styles and individual needs. Among these, Speech, Language and Communication Needs (SLCN) can sometimes be more difficult to spot. While some communication difficulties may be immediately noticeable, others can be subtle and may initially look like inattention, reluctance to participate or difficulties with learning.

Play is at the heart of speech and language therapy. Speech-Language Pathologists (SLPs) use play because it creates meaningful, enjoyable opportunities for children to communicate, learn, and develop new skills. When activities are based on a child's interests, motivation and engagement naturally increase, making language learning feel less like a lesson and more like fun. The good news is that parents can easily incorporate these strategies into everyday play at home.

Many parents wonder whether speaking two languages at home will confuse their child or delay their speech. This is one of the most common myths surrounding bilingualism. The good news is that research consistently shows that bilingualism does not cause speech or language disorders. In fact, growing up with two languages can offer many lifelong benefits.

Summer is often something families tend to look forward to. Slower mornings, more time together, and a break from the usual routine are often enjoyed. However, for individuals on the autism spectrum, a fundamental shift in communication can often be observed.

These changes may appear subtle and not immediately obvious. Yet, when we observe closely, they tend to show in small but meaningful ways. Reduced initiation, increased frustration, and fewer interactions with others are all common indicators. This highlights an important point. Communication does not exist in isolation. It relies heavily on predictability, regulation, and a sense of safety.