ABSTRACT
This chapter argues that collaborative project was the first time that smiLE Therapy had been trialled in a mainstream secondary school, arguably one of the most challenging settings because of the size and complexity of the school and the number of staff involved with the students. The large team of teaching assistants attended the staff group. They were all keen for smiLE Therapy to be continued with their students, with named staff identified and responsible for supporting students to generalise their new skills within the school. Giving students the chance to try out each memory and word-finding strategy in role play allowed them to experience the positive outcome of their action. Teaching assistants suggested putting up the Communication Skills Checklist by the door of key classrooms to prompt students to remember their skills. All of the students had received regular speech and language therapy.
