Understanding Speech, Language and Communication Needs

This month, our topic is Speech, Language, and Communication Needs (SLCN). Speech, language, and communication delays can occur across many different groups of children with Special Educational Needs and Disabilities (SEND), including: early years children, those with global developmental delay, autism, and Down syndrome. Being unable to communicate can be frustrating and sometimes isolating for a child. Imagine not being able to express how you feel, or if you're hurt? This blog aims to give you some tips to enhance communication skills and provide tools to help you support children who struggle with communication.

What is a Speech and Language Delay?

A speech delay in children can be a developmental condition where a child struggles to speak or express their needs. It can also indicate potential hearing problems or severe anxiety, which may prevent a child from confidently expressing themselves. If a child has a speech and language delay, it can affect many fundamental skills that contribute to emotional well-being, social interaction, and learning styles. We will explore some strategies that will support children facing communication barriers, academic development, and social challenges.

Recognising Speech Delays in Children

​​Identifying speech delays early is crucial for providing timely support and intervention. While every child develops at their own pace, certain signs and symptoms can indicate a potential speech or language delay. Being aware of these indicators can help parents and caregivers seek professional guidance if concerns arise.

• Delayed or slow speech with fewer words than other children of the same age.
• Significant difficulty trying to express needs or explain something clearly.
• Appearing withdrawn and having poor social skills.
• Limited grasp and understanding of tasks and instructions.
• Regularly becoming emotional and frustrated due to an inability to communicate clearly.

Makaton

Makaton is based on British Sign Language and is often known as the 'children's version' of BSL. It's a wonderful way to encourage children to communicate and is a valuable skill to possess. Makaton is used worldwide and can effectively support children with speech and language difficulties. Makaton is very effective in developing communication skills as it combines signs, speech, and symbols.

• Signs are easy to pick up and teach to children. At Five Education, we run an excellent Makaton training course, and many basic signs can be found on YouTube.
• Makaton can support language development and often paves the way for verbal communication. Pairing a spoken word with a sign can build vocabulary.
• Children can become very frustrated when they are unable to communicate, and Makaton helps them feel heard. Makaton can be used in school as well as at home. Consistent use by all adults who work with a particular child will significantly aid the child's development.
• Makaton can be used by the whole class, encouraging inclusion. Teachers and TAs can use Makaton while singing songs or speaking to the class.

PECS (Picture Exchange Communication System)

PECS is a highly effective form of communication to help children with speech and communication delays. It's a system of picture communication used for children with Autism, non-verbal children, and children with developmental delays. PECS uses symbols and pictures to help children communicate their needs and allows them to communicate without using spoken vocabulary.

How PECS Works

PECS is taught in phases, with each phase building on the skills learned in the previous one:

• Phase 1: First Stages of Communication: The child learns to exchange a picture with a grown-up for an activity or item they want.
• Phase 2: Distance and Persistence: Building slightly from Phase 1, the child can exchange a single picture with different adults and across a greater distance. They can also practice the skill in more unfamiliar environments.
• Phase 3: Picture Discrimination: Once the child has mastered the first two stages and is feeling more confident, they can learn to select from several pictures to communicate what they want. The pictures can be placed on a Velcro sheet, called a PECS board.
• Phase 4: Sentence Structure: Now the child is ready to begin constructing simple sentences using an "I want" picture followed by the item they desire.
• Phase 5: Answering Questions: The child now uses the PECS system to answer the question "What do you want?" The adult asks the child what they want, and the child answers with PECS images.
• Phase 6: Commenting: Once the child has mastered the above stages and is confident with Phase 5, they will be ready to create sentences that start with more complex phrases, such as: "I see," "I hear," or "I feel."

Once a child begins to grasp the idea of PECS, it will boost their confidence and encourage communication. PECS gives children a voice and can alleviate any frustration the child may be experiencing. If PECS is used consistently, it can make a tremendous difference to a child's development and emotional well-being.

We hope that these techniques will help support your journey with SLCN. With time and persistence, these techniques will help you contribute to the development and life skills of the individual child. Giving a child a voice can be fundamental in making them feel safe, secure, and present.

Support for Educators and Caregivers

We understand that supporting children with SEND has its challenges and can, at times, take a toll on your well-being. If you are struggling in a particular placement and need some support and advice, we are always here to help you.

Please reach out to Karla Tondel at Five Education and arrange weekly check-ins for advice, support, and guidance to help you with your work and provide you with a safe space to talk. Please call 07978983657 or email karla@fiveeducation.co.uk to schedule a chat.