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 CYP presents with speech, language and communication needs (SLCN) which can be managed well in a mainstream class.

The CYP may require some reasonable adjustments and differentiation of tasks in line with inclusive High-Quality Teaching.

Expressive Language

The CYP:

  • can communicate their needs.
  • has an appropriate vocabulary for their age.
  • may make some speech sound errors.

Receptive Language

The CYP:

  • understands most verbal language (in line with age related expectations) but may have occasional difficulties understanding ambiguities.
  • can understand instructions in line with age related expectations (see checklists).
  • can maintain attention in line with age related expectations.

Flexibility of Thought

The CYP:

  • engages in a range of activities.
  • can adapt to change and move between tasks with some prompts if needed.

Social Communication and Interaction

The CYP:

  • can interact with friends and participate in group activities (in line with age related expectations).
  • may interrupt others or repeatedly ask the same question.
  • may show some evidence of limited interests.

Sensory Processing

The CYP presents with some sensory processing differences 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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