Ruth Jones Speech and Language Therapy

23/07/2026

Thank you to a lovely Mum who inspired this one in a conversation yesterday. We were talking about what is going on when a child isn’t paying attention - but is clearing the messages modelled.

So we reframed what their ‘attention’ might be looking like, they’re attending if they’re noticing the modelled message and wanting it deleted. Then we had a reflection about keeping going with modelling, reaching out to ask for ideas and finding the joy. Then I suggested it was a bit like fishing…

It’s finding the hook, but considering the environment. Placing the engagement at our door, and noticing things - even if they aren’t how we might expect, or feel are ‘right’.

We can bring a lot of internalised ableism into expectations over children’s communication. What play should look like, what attention and listening should look like, what interaction should be like. Even sometimes what language should look like.

If we take a deeper look at our expectations, perhaps over how a child should show up, but also how we expect progress to be made, we can see glimmers we didn’t know were there.

I’d love to know what ‘hooks’ get your AAC users interested?

Or what shifts have you made in your environment to enable?

Or maybe what notions of internalised ableism have you had to challenge?

30/06/2026

Have you got it yet?!

There are just five hours to go until our Autistic Pride Neuroaffirming Support Bundle disappears! If you've been putting it off, now's the time to make sure you don't miss out.

🗣️ "This is truly SO amazing! Thank You so much for your work 🤩" - Maria Kuoksa

🗣️ "Outstanding value, and the kind of resource that earns its place on the shelf.” - Louise Lucas, Neurodivergent Therapist & Author at Curiosity Spot

🗣️ "As a paediatric Occupational Therapist and part of a neurodivergent family myself, I wholeheartedly recommend this resource bundle. What I love most is that it supports the whole family, not just the child. It's an incredible collection of practical, compassionate resources that families can use over and over again." - Munira - Children's Occupational Therapist

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🗣️ "This bundle will keep you informed in an affirming way for hours! There is so much brilliant content here to explore from awesome voices in the field." - Ruth Jones Speech and Language Therapy

🗣️ "There are numerous invaluable ideas and strategies from a group of highly skilled Autistic professionals in this bundle. The resources and webinars are also very accessible and well-structured. Highly recommend!" - Scott Neilson, Autistically Scott

🗣️ "They offer understanding and support with practical strategies, and I highly recommend their resources to counsellors and other professionals seeking to work effectively alongside Autistic individuals. These resources have also encouraged me to reflect on my own practice so clients can feel respected, understood and empowered." - Val McFadden, The Therapeutic Camper

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You have until midnight to get yours!

18/06/2026

Get the bundle! It’s an amazing opportunity to get such great information from such incredible voices.

10/06/2026

For any local families.

🌟 Join our Inclusive Wiltshire Webinar! 🌟

Inclusive Wiltshire is here – making it easier to find activities and support for children and young people aged 0–25 with additional needs. With over 3,600 applications already, the scheme is growing every day 🎉

We know this is a big change, and we’re listening, learning, and shaping the scheme with your feedback.

📅 Tuesday 30 June
⏰ 6pm

Join our webinar to get the latest updates, find out what it means for your family, and ask your questions.

The link to join the webinar will be emailed to you on the day.

Can’t make it? Don’t worry – we’ll record the session and share it afterwards.💻

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.