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 Specialist Level of the Graduated Approach.

Needs Descriptors 

• The speech, language and communication needs (SLCN) are likely to be complex and enduring.
• The child or young person may be limited in their use of verbal and non-verbal communication skills relating to both receptive and expressive language, which substantially impacts on their ability to communicate for social purposes and/or engage in learning.
• The child or young person may require a systemic programme to develop joint attention and experience repeated positive interactions.
• It is likely that the child or young person will have other co -existing needs. The complexity of need is likely to be high.
• Specialist support from school / setting staff with high levels of adaptation, will be required.
• The Speech and Language Therapy Service are likely to be involved to support education staff and families.
• The learner may have a speech and language disorder diagnosed by a speech and language therapist e.g., Developmental Speech Sound Disorder (SSD), Dysarthria, Verbal dyspraxia, Articulation Disorder, Phonological Disorder, Developmental Language Disorder (DLD).

Expressive Language

• The child or young person will have communication needs that require individual alternative and/or augmentative communication strategies e.g. Signs or symbols
• The child or young person may be unable to functionally communicate their needs.
• The child or young person may communicate through behaviour.

Receptive Language

• The child or young person understands spoken language at a level significantly below normal for their age

Flexibility of thought

• The child or young person may exhibit ritualistic behaviours that impact engagement.
• The child or young person may be unable to cope with change which may result in extreme emotional responses.

Social Interaction

• The child or young person may be completely self-directed and unresponsive to adult direction.
• The child or young person may not cope in group situations and need to be alone.
• The child or young person may spend all or most sessions in their own space.
• The child or young person may not interact with peers or interaction may not be socially appropriate.

Sensory Processing

•  The learner may become regularly and quickly overwhelmed by sensory stimuli in the environment (such as smells, noise, touch, and light) and requires mutual regulation. The learner requires sensory input to satisfy basic needs.

Links

• Removing Communication and Interaction Barriers
• Training and Resources 

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