We often take these skills for granted, but many children struggle to communicate. They have speech, language and communication needs or SLCN.

 

 

 

A child with speech, language and communcation needs:

• Might have speech that is difficult to understand 

• They might struggle to say words or sentences 

• They may not understand words that are being used, or the instructions they hear 

• They may have difficulties knowing how to talk and listen to others in a conversation   (http://www.ican.org.uk)

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SCLN in the classroom are- receptive language, expressive language, social communcation and speech.

 

Children may have just some or all of these difficulties; they are all different.​

 

Speech, language and communication are crucial for reading, learning in school,  socialising and making friends and  understanding and controlling emotions or feelings.

 

SCLN is often called a hidden difficulty. Many children with SLCN look just like other children and can be just as clever. This means that instead of communication difficulties people may see children struggling to learn to read, showing poor behaviour, having difficulties learning or socialising with others. Some children may become withdrawn or isolated. Their needs are often misinterpreted, misdiagnosed or missed altogether. 

One place where speech, language and communication play a critical role is the learning environment. The language we might use might be simple to us. But how can it come across to the pupil? Children need to make friends, understand non-verbal feedback, listen to instructions, give instructions, recall information - the list is endles. 

 

Creating an environment that supports SLCN ...

Multi-sensory approaches:

• Use a wide range of resources that stimulate all senses.

• Be aware of the different ways pupils like to learn.

• Use a wide range of ICT to enhance and assist learning- assistive technology.

• Offer  variety of ways to record responses and answers. 

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Working for pupil independence:

• Provide opportunities for all pupils to take part in classroom dialogue.

• Scaffold questions.

• Give time to talk- adults not to always lead, or support.

• Don't allow a pupil to become to dependent on adult intervention/ support.

• Individual targets on show. 

 

Adult-pupil conversation:

• Use a child's name before an instruction.

• Ensure a child is engaged before you start a conversation- a look, an answer.

• Keep language clear and simple.

• Ask questions to check for understanding/ ask the pupil to recall what is needed to be done.

• If you use new vocabulary or are encouraging vocabulary development ensure children understand the words being used.

• Prepare questions to ask children according to their abilities.

• Don't talk for long periods of time.

• Give pupils time to think about their answers.

• Use talking partners within the class- to discuss ideas and answers before feeding back to adults. 

• Teach pupils to ask for help- verbally or with non-verbal cues. 

 

Organisation:

• Ensure pupils with SLCN are in a position to see and hear properly.

• Think about where and who they sit with- would it be beneficial to sit them next to a buddy so that they talk.

• Sit children away from distractions- open door, window.

 

Individual aids:

• symbol cards.

• topic word banks.

• shapes and colours coded to a meaning.

• visual time table / key information on show. 

• Break down tasks into smaller tasks - visual aids/ check lists. 

• personal dictionary

• variety of ways to record.