Children and young people with communication and interaction needs include those with a diagnosis of autism and those with speech, language and communication needs (SLCN).
Some difficulties will be short-term, but others will be more permanent and remain throughout childhood and adult life. Every child or young person will be different and it is important that needs are identified as early as possible so that the right support can be put into place. It is important that all practitioners working with children and young people take a strengths-based approach and celebrate individual skills and successes, to help the child or young person establish a positive perception of self.
Lived experience from children and young people
When the adults talk it’s like – blubadee – blubadee and then I look around and everyone is working and I don’t know what to do.
Speech, Language and Communication Needs (SLCN)
SLCN is an umbrella term to describe any difficulty or difference in relation to communication. In 2024, it was estimated that 1.9 million children across the UK have SLCN.
- Speech – includes speech clarity and stammering.
- Language – affects how pupils understand words, sentences and narratives, and how they express themselves.
- Communication – refers to the ability to understand and use language effectively across the wide range of communicative situations we all encounter throughout the day, and includes things like body language, facial expression and tone of voice.
Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them, or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
SEND Code of Practice 6.29
Some pupils may have Developmental Language Disorder (DLD). DLD is a diagnosis given by a speech and language therapist for people who have lifelong difficulties with talking and understanding words. It affects around two children in an average class of 30; that’s 7.6% of the population. DLD is three times more prevalent than autism and can impact access to all areas of learning and interactions with others. There is a well researched link between language and behaviour, however, SEMH needs are often more likely to be identified as behaviour can mask underlying communication needs. It is always important to think ‘Could it be a language need?’
Autism
Autism is a neurodiverse condition that impacts how you think and see the world around you. The Autism Education Trust approaches autism as a different way of being, rather than a ‘deficient’ or ‘disordered’ way of being. Being autistic means a child or young person’s brain works differently from the brains of non-autistic people. Autism is not a medical condition with treatments or a ‘cure’ and should be considered a spectrum, not linear from high to low, but varying between one person and the next.
Autism is a processing difference that can have an impact on many areas of a person’s life, including:
Social understanding and communication
Autistic people have differences in the way they communicate, understand and use language. They engage in social life from a different perspective (Milton, 2011). This leads to differences in how the person interacts and develops relationships.
Sensory processing and integration
Sensory differences can include hyper (high) or hypo (low) sensitivity in relation the eight senses of sight, hearing, touch, taste and smell, interoception (internal sensations), balance (vestibular) and body awareness (proprioception). These differences will vary from person to person and can actually fluctuate in their responsiveness depending on a number of different factors, for example the time of day or the environment.
Flexible thinking, information processing and understanding
Autistic people have differences in their attention, interests and how they learn. This can include being very focused on specific interests. They have a different way of being flexible, so often feel safer and more comfortable with routines and structure as this lessens uncertainty.
Neurodiversity and neuroinclusion
Neurodiversity is the theory that neurological differences, such as autism, DLD, ADHD, dyslexia, and others, are natural variations of the human brain rather than deficits or disorders. Neuroinclusion refers to practices and policies that create environments where all children and young people are valued and supported, ensuring they have equal opportunities to thrive. Being neuro-affirming means recognising and respecting these differences, promoting acceptance, and challenging stigmas. This approach fosters a more inclusive society, enhances well-being and harnesses diverse perspectives and talents, ultimately benefiting everyone.
Quotes
I can get angry in school over little things. If I don’t understand, I will put my head on the table and then get told off for putting my head down. Instead of the teacher noticing I am stuck and helping me, I just get into trouble. I don’t like feeling like I am being questioned, because I feel put on the spot. This is not just about school work but anything because I don’t know what to respond.
Needs indicator tool
The needs indicator tool will support staff to identify and prioritise specific areas of need for an individual and guide them to the most appropriate part of the targeted support framework to support with planning effective provision as part of a graduated approach.