ABSTRACT
This introduces the concept of the book and its aims, what it is—and is not—and defines some of the terminology and its relevance. The chapter suggests how the book be used, that it is for teachers, speech pathologists and other professionals who work with adolescents with language and learning difficulties. It states that it is sequenced, but that individual components can be applied in isolation. It outlines what the research says on the characteristics of adolescents with developmental language disorder and learning difficulties. This leads into the evidence on how to support them, including the evidence for graphic organisers, and visual supports, before it outlines schema research. There are references to the literature throughout this chapter.
