{"id":418,"date":"2022-09-27T12:45:00","date_gmt":"2022-09-27T11:45:00","guid":{"rendered":"https:\/\/blogs.gre.ac.uk\/atlas\/?p=418"},"modified":"2024-08-27T11:42:22","modified_gmt":"2024-08-27T10:42:22","slug":"workshop","status":"publish","type":"post","link":"https:\/\/blogs.gre.ac.uk\/atlas\/2022\/09\/27\/workshop\/","title":{"rendered":"Workshop Lorentz centre at Leiden “Language development in the school ages”"},"content":{"rendered":"\n

Language development, diagnosis and assessment in school ages (6-16): next steps in research and practice<\/strong><\/p>\n\n\n\n

27th<\/sup> September \u2013 1st<\/sup> October 2021, Lorentz Center @Snellius \/ Hybrid<\/p>\n\n\n\n

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Scientific aims<\/em><\/strong>: <\/p>\n\n\n\n

The aim was to establish a new way of working on the identification of language needs in children in the age range of 6-16, by integrating workforces from Linguistics and the Health and Education sciences. The workshop, which was international, interdisciplinary and intersectoral, brought together non-academic professionals at the front line of identification and intervention of language needs (medics, speech and language therapists, teachers) with experts in detailed description and analysis of language development (linguists, speech and language therapist researchers, educational researchers) to identify gaps in knowledge of the development of language abilities in the school years in a variety of populations (typical developing, deaf, children with language impairment, children with intellectual impairment) from different countries, and determine a pathway for linguistically-based research on language diagnostics and interventions for language delays and impairments in the school age years (ages 6- 16).<\/p>\n<\/div><\/div>\n\n\n\n

Key moments<\/h3>\n\n\n\n

Each day of the workshop had a theme and an intended output identified from the start. A day was organized around a set of short talks, two blocks of discussion in small interdisciplinary breakout groups and a plenary discussion\u2014both in hybrid format\u2014to gather the views of the day and construe the output of the day. The themes of the workshop were:<\/p>\n\n\n\n

    \n
  • Language needs in the context of education and health,<\/li>\n\n\n\n
  • Language development during the school years in typically and atypically developing children,<\/li>\n\n\n\n
  • Language assessment and academic performance,<\/li>\n\n\n\n
  • Language intervention and support,<\/li>\n\n\n\n
  • Raising awareness and affecting policy.<\/li>\n<\/ul>\n\n\n\n

    Outcomes<\/h3>\n\n\n\n

    The participants engaged extremely well during the breakout groups and plenary discussions, and the joint work led to the following outcomes:<\/p>\n\n\n\n

      \n
    • Improvement of the mutual understanding about the value of integrating expertise from Linguistics, Language Health Sciences and Education on research and practice agendas around language needs,<\/li>\n\n\n\n
    • Identification of concrete next steps to improve diagnosis and assessment of language needs,<\/li>\n\n\n\n
    • Creation of an interdisciplinary academic network enriched with stakeholders (professionals, parents and professional bodies) to establish a transnational research agenda,<\/li>\n\n\n\n
    • Draft of a Manifesto to raise awareness across Europe and beyond on language needs as an invisible disability that still awaits adequate recognition,<\/li>\n\n\n\n
    • Follow up plans to finalize the Manifesto and continue the shared research agenda.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

      Language development, diagnosis and assessment in school ages (6-16): next steps in research and practice 27th September \u2013 1st October 2021, Lorentz Center @Snellius \/ Hybrid Scientific aims: The aim was to establish a new way of …<\/p>\n","protected":false},"author":29,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[2],"tags":[],"class_list":["post-418","post","type-post","status-publish","format-standard","hentry","category-presentations"],"featured_image_src":null,"author_info":{"display_name":"atlas","author_link":"https:\/\/blogs.gre.ac.uk\/atlas\/author\/atlas\/"},"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.gre.ac.uk\/atlas\/wp-json\/wp\/v2\/posts\/418","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.gre.ac.uk\/atlas\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.gre.ac.uk\/atlas\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/atlas\/wp-json\/wp\/v2\/users\/29"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/atlas\/wp-json\/wp\/v2\/comments?post=418"}],"version-history":[{"count":5,"href":"https:\/\/blogs.gre.ac.uk\/atlas\/wp-json\/wp\/v2\/posts\/418\/revisions"}],"predecessor-version":[{"id":1294,"href":"https:\/\/blogs.gre.ac.uk\/atlas\/wp-json\/wp\/v2\/posts\/418\/revisions\/1294"}],"wp:attachment":[{"href":"https:\/\/blogs.gre.ac.uk\/atlas\/wp-json\/wp\/v2\/media?parent=418"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/atlas\/wp-json\/wp\/v2\/categories?post=418"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/atlas\/wp-json\/wp\/v2\/tags?post=418"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}