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 Targeted+ Level of the Graduated Approach.

Needs Descriptors

• The child or young person may have very limited communication skills that require personalised alternative and/or augmentative communication strategies to allow access to learning opportunities.
• The child has speech language and communication needs (SLCN) identified by a Speech and Language Therapist or other professional in conjunction with parents/carers. A Speech and Language Therapist /Specialist Advisory Service or other professional with expertise in SLCN will be involved.
• The child or young person may require specific interventions as directed by specialists.
• 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 use gesture, signs, symbols or photos as their main form of communication.
• The child or young person may lose previously demonstrated communication skills.
• The child or young person may have little or no functional expressive language, may name a few items but unable to make requests, may echo language without meaning.

Receptive Language

• The child or young person may have limited understanding of what is said or signed or visually represented.
• The child or young person may have significant difficulties following adult instructions and/or engaging in adult led activities without additional prompting or support.
• The child or young person may have difficulties with comprehension monitoring (knowing they have understood or not).

Flexibility of thought

• The child or young person may show evidence of rigid thought.
• The child or young person may have significant difficulties coping with change.
• The child or young person may be reliant on strategies such as objects of reference or visual timetables to move through the day.

Social Interaction

• The child or young person may have significant difficulties with social interaction.
• The child or young person may lack interest in peers and have difficulties tolerating others.
• The child or young person may spend significant amount of time away from the main class group.

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.

Links

• Removing Communication and Interaction Barriers
• Training and Resources 

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