There is growing recognition that identifying speech, language and communication needs (SLCN) as early as possible is key.
By Hannah Cook
In the UK today, 1.9 million children and young people are affected by SLCN impacting their ability to learn, socialise and thrive.
Despite its importance, it can be challenging to identify SLCN in a busy classroom environment, particularly when students’ needs can be hidden or perceived as behavioural difficulties.
If you are concerned that any of your learners are struggling with SLCN, here are six signs to look out for.
1: Following instructions
Many students struggle with classroom instructions, which can often look like non-compliance. A child or young person can become very adept at concealing their difficulties by imitating others.
Foster a communication-friendly environment by breaking instructions into smaller chunks and saying them in the order you want them carried out.
Spoken words disappear, but visuals such as task plans, visual timetables or ‘now and next’ boards can be referred back to easily.
2: Vocabulary
A student might use generalised vocabulary (‘I’m doing cakes’), or make semantic (meaning) and/or phonological (sound) errors in their talking. They might struggle to remember and use more specialised vocabulary related to specific topics or abstract concepts.
To support this, create a word wall or topic dictionary for new words and ensure students can use them in sentences. Word maps are a great way to explore meanings and sound qualities. And repeat, repeat, repeat!
3: Putting words together
Some students find it tricky to structure sentences and/or narratives.
Look out for those who struggle with responding to open-ended questions, prefer yes/no questions, or tend to provide convoluted or incomplete responses —an expressive language difficulty might be preventing them from giving an accurate account of events.
Use visuals e.g. who/what/when/where narrative frameworks, and repeat sentences back so the child can hear a correct model. The most important thing is to give extra time for the child or young person to express themselves.
4: Making friends
Building and maintaining friendships is highly fulfilling and integral to school life. If you suspect a student is struggling to form friendships, start by understanding their perspective on the importance of having friends and what friendship means to them.
Set up buddy systems and support playground games. Having a mixture of break/lunchtime clubs, where children with similar interests can meet organically helps less confident individuals grow friendships.
5: Play
Play underpins speech, language and communication development, and evolves throughout childhood.
It’s important to investigate when a child isn’t meeting milestones, e.g. younger children struggling with pretend play, or older children having difficulties negotiating the rules of a game or group dynamics.
For younger children, try developing a creative plot with toys they’re interested in. Older children might benefit from you modelling and navigating the rules alongside them.
Always consider neurodiversity! Neurodivergent students might explore toys and engage in games differently and this should be validated and honoured.
6: Displaying behavioural responses
Finding it difficult to understand others and express yourself can be hugely frustrating and emotionally overwhelming.
Educators can sometimes see behaviours in children and young people that are actually resulting from unseen or unmet needs – for example, distressed behaviours or withdrawing from lessons.
In heightened moments, try modelling behaviours you want to see e.g. calm voice; open, non-threatening body language, and simplify your language. Attempting to problem-solve while a child is dysregulated is unlikely to succeed, and adding more demands when they are already overwhelmed may escalate the situation further.
For students who withdraw, check in with them: does their written work show their understanding? Are they more confident sharing their learning with a peer? Explore whether additional psychological needs might be impacting them, for example, selective mutism or anxiety.
If you are concerned about a child or young person’s SLCN, contact your local speech and language therapy service in the first instance.
Hannah Cook is Speech and Language Therapist at Homerton Healthcare NHS Foundation Trust. The Trust has developed Verbo – an award-winning online speech and language therapy toolkit for children and young people from age 2 through to young adulthood.
Verbo offers instant access to screening tools, personalised target trackers, bite-size training and ready-to-go activities and interventions.
For more information, visit www.verboapp.co.uk
