SEND

Communication and Interaction|Speech and Language

Tools and tips

Teach Communication

Regularly include opportunities for pupils to speak (with prompts, frames) in your lessons, be clear about the type of conversation you want to hear you can use common templates such as three stars and a wish or assign students specific roles within a group- try to encourage other students to give each other time for a response- this can modelled in class. Students with these types of difficulties often lack pragmatic skills in understanding the more subtle aspects of language and may often not have the vocabulary especially around emotions and feelings to talk about a topic.

Providing students with word banks or having a simple how are you feeling display with common feelings words can really help students participate.

I have included a guide for you to look at for developing Pragmatic Skills (Licensed to school- a copy can be bought for your use by going to Black Sheep Press) in the toolbox section. I have also included information on comic book conversations a useful resource for developing understanding on specific topics or issues.

What is typical?

I have included a poster in the Toolbox section from the Communications Trust which is useful to understand what typical talk in secondary school should look like along with its Communication Checklist.

Check for understanding

Check understanding through questioning, ask students to repeat back or paraphrase.

Say what you mean

Think literally, do not use idioms or sarcasm students with Speech and Language difficulties will not understand you. If you do use idioms try and explain what they mean. Where possible use short sentences and minimise complex language when speaking with the students directly.

Struggling to Communicate- Autism, Selective Mutism and Speech Impediments

It is generally advisable not to force students to speak if they are struggling to. Students who struggle to communicate such as those with Autism; Selective Mutism or a Speech Impediment typically suffer when they are under stress or feel anxiety, however this is not always the case as patterns of Selective Mutism (Guide included in Toolbox) can become ingrained. A patient and gentle approach is needed with lots of encouragement, these students need to trust you and feel safe and even then may struggle with communication. Try to get to know these students and notice their habits, as even subtle changes can often communicate that there is something wrong, students with communication difficulties often struggle to tell someone when something is wrong even when they are in pain. There are some links to some useful sites with more information contained within this paragraph.

More key tips

• Use the students name at the start of a directed instruction.

• Allow thinking time for responses (do not speak for someone or fill in gaps unless absolutely necessary)

• Don’t overload

• Use unambiguous instructions

• Use visual cues/ checklists and displays that use pictorial representations where possible

TOOLBOX