ABSTRACT
This part introduction presents an overview of the key concepts discussed in the subsequent chapters. The part describes a few examples of how the original scope of smiLE Therapy has expanded from supporting students who are deaf to supporting a wider range of students who also need to develop communication skills in everyday contexts in the community. These students are not deaf but have communication difficulties due to other causes such as specific language impairment, learning difficulties, autistic spectrum disorders or physical disabilities. The following three case studies show how smiLE Therapy has been used with hearing students who have a range of communication difficulties due to specific language impairment, learning difficulties, Down's syndrome and autistic spectrum disorders. The first is a mainstream primary school setting with students aged 8–9, where the module was designed around an intensive week of therapy. Case studies 2 and 3 are based on a once-weekly model of delivery.
