Targeted: Communication and Interaction

• The learner has communication and interaction difficulties that are evident in communication, social aspects, and progress in learning.
• The child and young person has speech, language and communication needs (SLCN), identified by a specialist service (e.g. Speech and language) that requires additional or alternative communication strategies to allow them to access the (differentiated) curriculum.
• The child or young person may require specific interventions as directed by specialists.
• The learner may require a rich and well-targeted language curriculum. (e.g. Wellcomm/ WordAware, Nelli).
• 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 may have word finding difficulties or difficulties constructing a sentence in line with age related expectations.
• The child or young person may have difficulties using language to problem solve and may find it hard to ask for help and support.
• The child or young person may have limited ability/motivation to communicate their wants and needs or for social purposes.
• The child or young person may have a limited range of vocabulary and responses (learnt phrases).

 Receptive Language

• The child or young person may have difficulty with comprehension and inferential skills.
• The child or young person may have significant difficulties following instructions.
• The child or young person may need signs or symbols to support their understanding.

 Flexibility of thought

• The child or young person's social communication needs, routines, and rituals and/or inflexible thought patterns frequently impact on their ability to engage in some learning activities and the wider setting environment.
• The child or young person may show significant difficulties coping with change and may require strategies e.g., object of reference, visual timetable.

 Social Interaction

• The child or young person may have difficulties forming, managing, and sustaining healthy and reciprocal relationships with others.
• The child or young person may struggle to respond and interact e.g., may play alongside rather than with others.
• The child or young person may lack understanding of social behaviour, cues and expectations meaning they may frequently find some social situations confusing/unsettling.
• The child or young person may require guidance about appropriate social interaction initiation and responses.
• The child or young person may have difficulties with the literal use and interpretation of language and difficulties with conversational skills, social conventions and understanding of and using non-verbal communication meaning they need frequent support to effectively/ appropriately communicate for social purposes.
• The child or young person may isolate themselves socially and may have limited social communication skills or positive experiences of interaction.

 Sensory Processing

• The learner may quickly become unsettled and/or easily distracted by sensory stimuli in the environment (such as smells, noise, touch, and light) and requires frequent support to regulate and/or use of a safe space.