Dr Hilary Gardner, DPhil, MRCSLT
Department of Human Communication Sciences
University of Sheffield
362 Mushroom Lane
Tel: +44 (0) 114 222 2456
Fax: +44 (0) 114 222 2439
email : firstname.lastname@example.org
Hilary Gardner has been a Speech and Language Therapist for over 35 years, working predominantly with children and young adults. She has provided a service in all types of settings; firstly in community and hospital clinics then in mainstream schools and language units. More recently she has worked as part of a multidisciplinary team in an independent practice. Having been actively involved as a Council member at both RCSLT and ASLTIP and is soon to take up a lead position with the UK wide AAC Charity 'Communication Matters'.
- Conversation Analysis of therapy interactions and other adult/communication impaired child dyads.
- The nature of Specific Language Impairment (grammatical and mathematical processing) Collaborative research with Professor Rosemary Varley UCL
- Interactional outcomes of intervention in children and adults undergoing training from SLTs.
- Quality of provision within education for children with language and communication needs; making inclusion and collaborative practice work.
Current PhD students
- Nor Azrita Zain: Conversation Analysis of interactions with typical children and those with autism in a Malaysian context (1st Supervisor)
- Rachel Bear, Working with Parents during Speech and Language Therapy for Speech Sound Difficulties (1st Supervisor)
- Wael Dakroury: Pragmatic Characteristics of 4-5 year old Saudi Arabian males with Attention Deficit Hyperactivity Disorder (ADHD)” (External Supervisor to Queen Margaret College, Edinburgh)
- Dr Chloe Marshall, Institute of Education, London
- Dr Tom Muskett, University of Sheffield
- Pinto and Gardner (2014) Analysing the use of iPad with a child with athetoid cerebral palsy and her mother. Child Language Teaching and Therapy 30: 207-220
- Gardner, H.P (2014) Collaborative working between paedatric speech and language therapy and ENT colleagues: what is good practice? Current Opinion in Otorhinolaryngology, Head & Neck Surgery, April 22(3) 167-171
- Purse and Gardner (2013) Assessing Comprehension in the Classroom, Child Language Teaching and Therapy Vol.26(1), pp.5-22
- Gardner and Wickremesooriya (2012) Working on Interactions as part of the inclusive context. Proceedings of the 4th BNU/IoE Conference Equity and Quality in Education
- Gardner, H. and Forrester,M. (Feb 2010) Editors of: Analysing Interactions in Childhood: insights from Conversation Analysis, Oxford: Wiley.
- Gardner, H. P. (2009). Finding the psycholinguistic model in everyday practice. In C. Bowen, Children's speech sound disorders. Oxford: Wiley-Blackwell, pp. 138-142.
- Gardner,H. (2009) Editorial ‘Analysing Interactions in Childhood:methods and applications’ Special Edition of Clinical Linguistics and Phonetics.
- Emms, L. & Gardner, H (2010) A Study of Two Graphic Symbol Teaching Methods for Individuals with Physical Disabilities and Additional Learning Difficulties, Child Language Teaching and Therapy.
- Gardner,H.(2006) Training others in the Interactional Art of Therapy for Specific Needs.’Child Language Teaching and Therapy, 27 (1) 27-56