Ruth Jones Speech and Language Therapy

05/06/2026

It is so important - and something I’m constantly learning to do better - to bring these questions to my mind.

I find it’s easier being independent in some senses because I’m not ‘in the system’ as when I was employed, but judgement is human nature, and it’s rife when it comes to parental blame.

So take time to notice and pause as things show up, and start to consider your positionality in these situations, and show curiosity and compassion.

I cant make the Parental Blame conference on 30th in Birmingham, as I'm in a tribunal, so I'm recording my contribution. I thought I would share this slide with you. This is my message to all professionals, all the time!

03/06/2026

This was a story I shared today - but got lots of feedback so thought I’d make it a proper post.

Historical, legacy ways of working with autistic children followed the same ‘intervention cycle’ as for all speech and language clients.

Standardised assessments, or at least developmental ones like key word level.

Programmes of intervention, rigid and often with ableist goals.

Hierarchy of skills needed to move to the ‘next’ level.

And, to do things differently goes against so much of what we are taught. BUT growth doesn’t feel comfortable, the status quo cannot be maintained and the systems can change if we advocate, keep planting seeds and starting ripples.

Didn’t use a standardised assessment, what happened?

Fought based on your clinical judgement of an individuals needs? How did that feel?

Decided against direct support, because the ideals for that individual were grounded in ableism? What did the individual think?

Keeping pausing, noticing, considering, weighing things up. Reflect, seek supervision, open up conversations and challenge. It doesn’t all need to be loud, but it really does all need to happen.

I’d love to know if anyone else relates to this, I don’t imagine it’s just speechies.

13/05/2026

Went to Doncaster to meet Pete and get my books signed, now he is at my local library!

I can’t make it with my children’s clubs but if you can go this evening I would highly recommended it.

Parent or professional working in health, education or social care. His books have shaped my work so greatly, particularly around social skills support.

Tomorrow evening in Trowbridge!

Hope to see you there.

27/04/2026

I’m supporting Speak Up for Autism.

It’s something so close to my heart, supporting so many children (and their families) who are non-speaking, experiencing so much challenge to get equitable access to communication supports that truly meet their needs and enhance their opportunities by presuming potential.

Autistic individuals are being let down repeatedly & are left with no support to communicate. Statistics show that “8 out of 10 children who receive Speech & Language Therapy show improved outcomes”, but autistic individuals are being dismissed & this important therapy is never actually taking place.

Sign the petition in the bio at

24/04/2026

Ever wonder why your child seems to speak in phrases from their favorite shows? Let’s dive into Gestalt language processing!

👉 Tag a parent who needs to know this!

Gestalt language processing means kids often learn whole chunks of language instead of single words.

Think about it: Have you noticed your child repeating lines from Peppa Pig or songs? This isn’t just cute; it shows their unique way of learning language.

These kids have incredible memories. They remember situations tied to those phrases, which makes them meaningful. When they face a new experience, they might pull from that memory to express themselves.

So how do we support our little Gestalt processors? Incorporate whole phrases into their AAC devices.

By doing so, we can help them expand their language and understand the meanings behind individual words.

What’s your take on helping children with AAC systems? Let’s keep the conversation going!

Post generated via AI. Next podcast episode is out now.

14/04/2026

For any local families in need of support and meaningful activities.

We're excited to announce that our Autism Support Group, funded by our CIC, Kelly's Animal Therapy supported by The National Lottery is starting next week.

The group is open to children up to 16 years old, who either have an ASD diagnosis or are in the process of being assessed for one. The aim is to allow the children access to free animal assisted therapy, at the same time as allowing parents and carers the chance to chat to each other, unwind, make friends and exchange ideas. The children will be able to interact with our donkeys, ponies, goats, rabbits and guinea pigs in a safe and supportive environment.

The group is free of charge and there are limited spots available. For this term (up to July 14th) there will be four sessions, with four children in each, for each child/family who register.

Sessions are run on Tuesdays. For children not in full time education, the group is 2.30-3.30pm. For those in full time education, it's 4-5pm.

To be considered for a space, please email [email protected], using the title of the group you'd like to register for as the subject title. Please include a bit about your child and what you'd like to get out of the group. If you have multiple children with ASD, we ask that you bring no more than two (to allow as many families as possible to benefit from the spaces) and register just the one child, bringing the other as an 'extra'. The groups are as follows:

Group A: Children not in full-time education aged 4-8 (sessions on April 21st, May 12th, June 9th, June 30th from 2.30-3.30pm)

Group B: Children in full-time education aged 4-8 (sessions on April 21st, May 12th, June 9th, June 30th from 4-5pm)

Group C: Children not in full-time education aged 8-12 (sessions on April 28th, May 19th, June 16th, July 7th from 2.30-3.30pm)

Group D: Children in full-time education aged 8-12 (sessions on April 28th, May 19th, June 16th, July 7th from 4-5pm)

Group E: Children not in full-time education aged 12-16 (sessions on May 5th, June 2nd, June 23rd, July 14th from 2.30-3.30pm)

Group F: Children in full-time education aged 12-16 (sessions on May 5th, June 2nd, June 23rd, July 14th from 4-5pm)

All sessions are run at Kelly's Donkeys, Sam's Corner, Green Park Lane, Beckington, Somerset, BA11 6TT. Once we receive your email, we will reply to let you know whether we've been able to allocate you a place, or whether we've put you on our reserve list, with priority for the next batch of sessions that start in September.

01/04/2026

April, it’s great, spring is here. The daffodils and tulips are singing together bringing brightness and colours after the duller grey Winter (that feels like it’s gone on FOREVER this season).

And April brings Autism acceptance month. Things I love about it:
- some good quality information for people who don’t know so much
- discounts on AAC applications

Things I don’t like so much
- increased ‘not in my day’, ‘over diagnosis’ conversations in the media
- misinformation
- focus on limited intersectional identities within the conversation
- focus on low/medium support needs
- us vs them across so many areas of the conversation

You will see me sharing posts and stories but I won’t be making lots of content. I am privileged to have the choice to have a bit of a rest and will be sharing a few key things that are important to me.

What do you like and not about Autism acceptance month? Let me know!

26/03/2026

Our next episode went live this morning - check it out on Apple, Spotify or YouTube searching AAC Access All Areas. Captions below are AI generated.

In this episode, we dive deep into robust language for AAC users. It’s not just about having words; it’s about **combining core and fringe vocabulary** effectively. Core words like “I”, “you”, and “want” make up 80% of what we say, while fringe words add personalization to communication.

But here’s the catch: How these words are organized in AAC systems can make or break communication speed and efficiency.

Think about it: If core words disappear when you open topic folders, it slows down the process. We discuss systems that keep core words visible alongside fringe words for seamless interaction.

And let’s not forget about **phrase-based language!** Quick phrases can make communication smoother, especially during moments of distress.

So, how accessible is your AAC system? Let’s make language meaningful together!

24/03/2026

As I sit with and reflect on conversations about neurodiversity affirming practice, intersectionality aware practice and anti-racist practice, I thought I would share another tool.

Kate and Fatimah talk deeply about this topic in Chapter 2 of the book 'Neurodiversity Affirming Practice for Speech and Language Therapists' and refer to this tool. While not perfect, it gives a good place to reflect and start thinking and conversations.

If you are thinking about what and how you can start, embed, or revisit your learning this tool is a great one. As humans we have thoughts about others, so noticing those thoughts, thinking about what drives them and your own positionality within privilege is important.

When we think about neurodiversity affirming practice, it starts with us as therapists, not necessarily visible shifts in the way that we work, but with looking inward. Looking to what values we hold, our awareness of ourselves within the systems we work in and society and also what we notice about our thoughts about others.

22/03/2026

On Friday, I was so fortunate to be able to attend the Association of Speech and Language Therapists in Independent PracticeTherapy Talks, which was supported by Chatterbug SLT services.

I had a brilliant day, it’s fast becoming a favourite space as an independent therapist, as I get to connect with so many therapists I’ve met and got to know in the online world.

Being independent can feel lonely, going from belonging as part of a team, to suddenly feeling quite isolated.

ASLTIP gave me a space to get support with setting up, and on-going help with things like access to DBS services and mandatory training. It’s also given me the forum space where I constantly enjoy learning and listening to others ideas and queries.

I was really pleased to be asked to sit on a panel around ‘belonging in the profession’ and I know for many in the room, it would have been ‘preaching to the converted’, but for others this might have left them wondering ‘what’s this all about’.

So a few thoughts for those wondering… if you’ve listened and been left thinking it could well be you live with such privileges that belonging and fitting in have never been something you’ve been challenged by.

1. Read up on ableism, learn what this means and how it impacts disabled clients and also, colleagues.

2. Look into the work Kimberle Crenshaw has done on intersectionality, get to understand this concept and how it impacts your clients, their families and your colleagues.

3. Watch this Royal College of Speech and Language Therapists video by Naomi Ignatius (and the rest of the series!)
https://youtu.be/eOAEeQu9FhU and come to an awareness and acceptance of privilege as it is for you.

We had a brilliant talk from Amit Kulkarni from the RCSLT, about evidence based practice, and the RCSLT perspectives that it most certainly includes lived experience and practice based evidence, and that most crucial is critical thinking on the part of the therapist.

To do our best by our clients the 3 things above help us to really consider holistically who is in front of us and the relationship and co-creation that we embark on as therapists with them to enable them to achieve their best, however that looks, however long it takes and however they choose their outcomes to be, to affirm themselves.

Anti-racism in speech and language therapy: towards diversity and inclusion for our profession and service usersNaomi Ignatius, senior SLT, Neurosciences SLT...