Universal: Communication and Interaction

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This page outlines some ways in which communication and interaction needs may present at the Universal Level of the Graduated Approach. There are also details of some model provision and strategies that may be useful at this level.

On this page, you can find:

Needs Descriptors

  • The child or young person may have speech, language and communication needs (SLCN) which can be managed well in a mainstream class with appropriate differentiation of tasks and modified teaching style, in line with Inclusive High-Quality Teaching.

Expressive Language

  • The child or young person can use functional language to communicate their needs.
  • The child or young person may make occasional speech sound errors but their message is intelligible to the listener.

Receptive Language

  • The child or young person understands most verbal language but may have occasional difficulties understanding ambiguities.
  • The child or young person may benefit from instructions being specific.

Flexibility of thought

  • There may be some evidence of inflexible thought though in most situations they are able to adapt to change with some prompts.

Social Interaction

  • The child or young person can interact with friends and participate in group activities (in line with developmental expectations).
  • The child or young person may interrupt others or repeatedly ask the same question.
  • The child or young person may show some signs of limited interests.

Sensory Processing

  • The child or young person may have some sensory processing difficulties which are adequately supported by reasonable adjustments.

 Model Provision and Strategies

  • Effective listening guidelines
  • Cues for active listening
  • Consider speech rate
  • Key words/vocabulary emphasized e.g. word wall
  • Processing time
  • Visual prompts e.g. Widgit
  • Objects of reference
  • Clear, simple instructions
  • Delivery of information slowed down with time given to allow processing
  • Modelling
  • Cue in by name
  • Learners are encouraged – and shown – how to seek clarification
  • Talking buddies/ partners (e.g. Kagan structure)

➢ Makaton

➢ Sensory Resources

Links

 

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