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 areas of speech, language or social communication at different times of their lives - Department of Education (2015).
Speech, Language and Communication Needs (SLCN)
Pupils with SLCN cover the whole ability range. Pupils may have difficulty in understanding information conveyed through spoken language. Their acquisition of speech and oral language skills may be significantly behind their peers and their speech may be poor or intelligible.
Pupils with language impairments find it hard to understand and/or use words in context. They may use words incorrectly with inappropriate grammatical patterns, have a reduced vocabulary or find it hard to recall words and express ideas. They may also hear or see a word but not be able to understand its meaning or have trouble getting others to understand what they are trying to say.
Please note that pupils whose first language is not English should not be recorded as SLCN unless they also have a special educational need in this area - Department of Education and Skills (2003).
Autism
Autism is a lifelong developmental disability which affects how people communicate and interact with the world. Further information can be found on The National Autistic Society (external link).
Facts and myths about Autism
Support for Identification and Assessment of Need
- Formative assessment /feedback featured in lessons and evidenced in marking policies
- Summative assessment and analysis
- Progress and assessment data
- Information shared with all school staff and partners
- A regular cycle of Assess, Plan, Do, Review is used to inform teaching and learning
- Inclusive, high-quality teaching and learning is in place
- Additional Needs /SEND needs are understood and supported by regular CPD which is accessed by all staff
- The curriculum is adapted to meet the needs of all pupils, including appropriate differentiation. This will include opportunities to work and learn in different ways and various groupings as well as working towards independence
- Advice sought and shared with SENCo/Inclusion Manager
- School works closely and in full partnership with parents/carers
- The physical environment is adapted to fully meet the needs of the individual. This will include reasonable adaptations for sensory/physical/emotional and cognitive needs
- Resources are used appropriately for overcoming potential barriers to learning, including specialist resources and/or toolkits
- All pupils feel safe and valued having the potential to share their views, opinions and concerns
- There are effective links and collaboration with outside agencies and specialists
- All transitions, both micro (ie between lessons) and macro (ie across settings/key stages) are planned for over time and in partnership with the pupil, parent/carers and setting.