Communication and interaction

Some children and young people require special educational provision because they experience differences in how they communicate and interact with others. These differences may affect how they express themselves, understand others, or navigate the social rules of communication.

Speech, Language and Communication Needs (SLCN)

Speech, language and communication needs affect children and young people in diverse ways and may change over time. These differences can involve one or more areas of communication, including:

Phonology – differences in sound processing that affect speech clarity
Expressive language – difficulty using words and sentences to express thoughts and ideas
Comprehension – challenges understanding spoken language
Social communication – difficulty using language appropriately in social contexts

These needs may also impact emotional wellbeing, confidence, and participation in learning and social situations.

Communication, Interaction and Autism

Autistic children and young people often experience differences in social interaction, communication, and flexible thinking. These differences influence how they perceive and relate to the world around them.

The presentation of autism is highly individual and may vary depending on life stage, environment, co-occurring needs (e.g. attention or learning differences), and access to support. Autistic children and young people may:

Have strengths in areas such as memory, pattern recognition, or focused interests
Experience challenges with social communication, sensory processing, or adapting to change
Require support that ranges from minimal to highly personalised, depending on their unique profile

A diagnosis of autism does not determine the level of educational need. Support should always be based on the child or young person’s lived experience and the impact on their learning and wellbeing.

The Autism Standards Framework can be used by setting/ leaders/leadership team to support the implementation of Good Autism Practice across a whole organisation:

Questions: What helps you learn best? What helps you feel better and more successful at school? What helps you?

Answers (Camden CYP, 2025):

I like being given choices and responsibilities

When teachers listen to what helps me learn, like listening to music to focus

Knowing who I can speak to when things don't go right

Countdowns when coming to an end of an activity

I like to have notice of routine changes

General Approaches and Strategies

Make relevant adaptations to the curriculum, e.g., PE in a smaller group, Art instead of Music.
Promote whole setting awareness and understanding of communication and interaction needs.
Ensure CYP access strategies and resources typically available, with an emphasis on visual teaching aids to support learning and social activities.
Differentiate tasks by level, outcome, pitch, pace, and grouping, with aspects of structured teaching being helpful.
Adjust the pace and order of activities to maintain interest and attention.
Ensure appropriate identified pre-emptive strategies from wellbeing/behaviour support plan are in place and implemented consistently, e.g., time-out card.
Implement structured play at break and lunchtimes to support interactions.
Staff use of the ELKLAN language program to improve support CYP with SLCN
Monitor the frequency and location of triggers using STAR (situation, trigger, action, response) and ABCC (Antecedent, behaviour, consequence, communication) sheets to help analyse and plan to support and reduce incidents.
Conduct risk assessments and staff briefings to ensure the safety of CYP and everyone in the setting.
Use the neurodiversity (ND) pathway to fully understand needs and celebrate the strengths of each CYP.
Employ alternative methods of communication, e.g., Makaton, communication books and boards, widgets.

CYP Communication Strategies - Extended

Identified barriers and/or need:	Provision and/or strategies; approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYPs.	How well implemented?			When and how?
Identified barriers and/or need:		Always	Sometimes	Not yet	When and how?
Difficulties saying what they want to and being understood	Model language – reflect back correct speech Implement speech and language therapy advice and guidance Use visuals to help the CYP identify what they want to say
Difficulties understanding what is being said to them	Use simple, short sentences Allow time for the CYP to process and respond Reduce distractions and sensory input Check that hearing has been tested Use gestures and visuals to support CYP understanding
Child or young person does not understand or use social rules of communication	Use of prompts – symbols, signing systems Visual timetables to support understanding of when different activities happen Use modelling/role play
Difficulties with language/difficulties with communication	Use the CYP name to help them listen and engage Give simple, short instructions Use literal language (avoid sarcasm, figures of speech) Use visuals to support verbal explanations
Difficulties with imagination	Story telling Photos to talk through what might be happening Use of puppets
Difficulty with social communication and developing relationships	Buddy/mentor/peer support system Modelling social communication explicitly as part of PSHCEE lessons
Anxiety in busy unpredictable environments	Visual timetable with adjustments to avoid the busiest times in corridors Carefully plan trips and use social stories to prepare CYP for possible events Monitor key transitions points during the day Help the CYP identify strategies and spaces in the setting that will help them cope
Physical outbursts causing harm to others and/or self and/or damage to property	Use a consistent approach to managing individuals with "reasonable adjustments" made Give direct messages about what is expected of the CYP Offer choices to help the CYP leave the situation with dignity Work with the family to problem solve together
Limited attention span compared to developmental age	Use special interests to engage and motivate Chunk tasks CYP to repeat back the activity they are doing Use timers so the CYP knows how long the task will last Use of IT to enable engagement in the activity

Communication and interaction

Questions: What helps you learn best? What helps you feel better and more successful at school? What helps you?

Resources