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 CYP:

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

Expressive Language

Spoken language is at a level significantly below age related expectations.

The CYP may:

• have no or very limited functional communication skills.
• require individual alternative and/or augmentative communication strategies e.g., Signs or Symbols.
• be unable to functionally communicate their needs.
• communicate through behaviour.

Receptive Language

The CYP presents with significant and long-lasting difficulties understanding what is said, signed or visually represented.

Flexibility of thought

The CYP presents with significant and long-lasting differences in flexibility of thought which impact on engagement during each day.

The CYP may:

• present with ritualistic behaviours that impact engagement.
• be unable to cope with change which may result in very strong emotional responses.

Social Interaction

The CYP may:

• be completely self-directed and show little response to adult direction.
• not cope in group situations and need to be alone.
• spend all or most sessions in their own space.
• not interact with peers or interacts in ways which are not socially appropriate.

Sensory Processing

The CYP presents with frequent and strong responses to a wide range of sensory stimuli.

The CYP may:

• become quickly dysregulated or distracted by sensory stimuli.
• require mutual regulation.
• have a very complex sensory profile.
• require sensory input to satisfy basic needs.

Links

• Removing Communication and Interaction Barriers
• Training and Resources 

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