There is growing recognition that identifying speech, language and communication needs (SLCN) as early as possible is key. In the UK today, 1.9 million children and young people have SLCN impacting their ability to learn, socialise and thrive.

If you are concerned that any of your learners have unidentified SLCN, Verbo’s team of Speech and Language Therapists have shared 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. Also use visuals such as task plans, visual timetables or ‘now and next’ boards.. 

2: Vocabulary

A student might use generalised vocabulary (‘I’m doing cakes’), or make semantic (meaning) and/or phonological (sound) errors in their talking. 

To support this, create a word wall or topic dictionary for new words and ensure students can use them in sentences. 

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.

Use visuals e.g. who/what/when/where narrative frameworks, and repeat sentences back so the child can hear a correct model. 

4: Making friends 

For many pupils, 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.

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. 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.

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Verbo is an online speech and language toolkit that empowers education staff to support children and young people’s communication skills. Powered by NHS Speech and Language Therapists, Verbo offers instant access to screening tools, personalised target trackers, bite-size training and ready-to-go activities and interventions. 

Visit the team at Stand C48 to find out more and be in with the chance of winning a one-year free subscription!

www.verboapp.co.uk