Understanding communication and interaction needs in children
It’s important that teachers understand and recognise the signs of different types of SEND. One such type is communication and interaction, where children struggle with various aspects of language and communication.
Whilst it’s not necessarily a teacher’s job to assess and plan provisions, a basic understanding of communication and interaction needs are useful for identifying children that may require additional support.
What are SEND communication and interaction needs?
Communication and interaction difficulties encompasses children with speech, language and communication needs (SLCN). They may struggle to say what they want, understand what is being said to them, or may struggle to understand the social rules of communication.
Every child with communication and interaction difficulties is different and has different needs, which may also change over time. They may experience one, some or all of the different forms of communication and interaction needs.
Different forms of communication and interaction difficulties
Children with communication and interaction needs may have difficulties with:
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Receptive language
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Listening
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Attention
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Understanding spoken language
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Expressive language
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Conveying information via speech
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Writing difficulties
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Difficulty understanding sign language or gestures
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Difficulty understanding non-verbal communication
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Pragmatic/social communication
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Difficulty interpreting social cues and unspoken rules
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Difficulty forming and maintaining friendships
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Understanding the feelings of others
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Staying on-topic during conversations/following conversations
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Using non-verbal communication
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Speech/sound difficulties
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Hearing difficulties
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Coordination of the tongue, lips and palate, resulting in a child not being able to form words correctly
How can you support children with communication and interaction needs?
Where you suspect that a child may have SLCN, the first step is to gather evidence and assess the situation, before creating a tailored education health and care plan (EHCP).
Assessment
As the child’s teacher, you may notice some signs of SLCN where they may require support. First consider:
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The way that the child’s SLCN present and how they impact their learning
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The classroom environment and how it may impact on the child’s learning
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Speaking with the school’s SENCO to gain insight and support
Plan and do
The school’s SENCO will be able to provide specific and tailored support for children with SLCN, however there are a number of strategies that teachers can use in the interim, prior to expert diagnosis, to support children with communication and interaction needs:
For children with receptive language difficulties:
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Offer clear and explicit, concise language
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Break down instructions into clear steps
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Offer visual aids
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Check that the child understands by asking them to repeat instructions
For children with expressive language difficulties
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Gain the child’s full attention before giving an instruction
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Use visual aids and objects to support learning
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Model the use of the target language yourself
For children with pragmatic/social communication difficulties
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Engage in structured activities that encourage conversation
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Encourage small group discussions in a safe space
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Provide immediate feedback
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Encourage social norms to improve non-verbal communication, such as eye contact and not interrupting others
For children with speech/sound difficulties
Children with such difficulties will likely need more expert or medical support such as hearing assessments or speech therapy. In the classroom, however, teachers can support by:
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Gaining the child’s attention before speaking to them, and looking at them whilst speaking
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Be patient and supportive when the child feels comfortable experimenting with sounds
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Emphasise target sounds and highlight them in words and phrases
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Allow for thinking time and time to formulate responses
Note: Whilst the above suggestions provide teachers with ways to support SLCN children, it’s important that they follow and encourage any tailored plans created by SENCOs or other experts.
Speak with your school’s SENCO if you are unsure on the support required for a student with SLCN.
Review and monitor
For SENCOs to create effective provisions, a formal review must be conducted to establish a baseline assessment of the child’s SLC skills. SENCOs can then measure the impact of the plan and intervene where necessary; it is likely that an EHCP will need to be continually developed as the child progresses through school and upon any improvements or decline.
Plan communication and interaction needs with Tes Provision Map
Tes Provision Map is smart provision mapping software that allows SENCOs to easily and efficiently plan and keep on top of SEND provisions. It’s a powerful yet simple to use tool that makes everyday actions for SENCOs more efficient, leading to improved outcomes for students.
