Universal +: Communication and Interaction

• The child or young person has some emerging speech, language and communication needs (SLCN).

 Expressive Language

• The child or young person is usually able to use functional language to communicate their needs.
• It may be difficult to understand what the child or young person is saying
• The child or young person may have difficulties communicating with adults outside the family/ keyworker (early years).
• The child or young person may have difficulties with:

• The child or young person may rely heavily on non-verbal communication to complete tasks (adults’ gestures, copying peers).
• The child or young person may have difficulties understanding spoken or written language and following instructions.
• The child or young person may need instructions to be repeated.
• The child or young person may have a literal understanding of information.
• The child or young person may have difficulties with listening and attention.
• The child or young person may have difficulties processing verbal information.

 Flexibility of thought

• There may be some evidence of inflexible thought.
• Support may be required to manage change and transitions in everyday school situations e.g.. from playtime back into class.
• Occasional repetitive behaviours seen which may interfere with flexible learning.

 Social Interaction 

• The child or young person may show limited understanding of social behaviour, cues, and expectations, such as turn-taking and lining up, that meanss they may they may sometimes find social situations confusing/unsettling.
• The child or young person may need additional support to form and/or maintain relationships.
• The child or young person may demonstrate some social communication difficulties, for example, conversational skills and joining teams or groups.
• The child or young person may seek and responds to interactions but may require some guidance about appropriate initiation and responses.
• The child or young person may appear to have literal use and interpretation of language but is usually able to communicate for social purposes effectively/appropriately with limited support.

 Sensory Processing 

• The learner may become unsettled and/or easily distracted by sensory stimuli in the environment (such as smells, noise, touch, and light) but can access regulation strategies with some support.