Physical condition affecting communication

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal

• Ensure appropriate positioning and physical access to communication methods, resources and technology to enable effective participation.
• Create a communication-friendly environment by minimising background noise, ensuring good positioning, and enabling clear access to communication partners and tools.
• Ensure consistent use of agreed communication approaches, systems and supports by all adults across the day.
• Allow sufficient processing time and respond to all communication attempts, ensuring CYP are not rushed or overlooked.
• Support communication through multimodal approaches, combining speech, gesture, symbols (Widgit), signing and technology to maximise understanding and expression.
• Model the use of a range of communication methods (e.g. gesture, symbols, AAC) alongside speech to support understanding and expression.
• Embed communication opportunities across all activities and routines, ensuring frequent, meaningful opportunities for CYP to communicate throughout the day.
• Use in-built assistive technology features to support communication and access to learning (e.g. screen readers, read-aloud or dictation tools)
• Provide alternative methods for recording and responding within learning activities to reduce reliance on speech (e.g. Talking Mats, visual supports, selecting, pointing, eye gaze or digital response tools).
• Promote independence and self-advocacy in communication, supporting CYP to make choices and express their needs and preferences confidently

Targeted

• Consider a referral for specialist advice, assessment and training. (e.g., a referral to NHS SaLT Services or  Access Through Technology (ATT)).
• Collaborate with Speech and Language Therapy (SaLT), occupational therapy, and physiotherapy services to ensure a coordinated approach to communication development and physical access.
• Implement individualised Augmentative and Alternative Communication (AAC) systems to support functional communication across the day (e.g. symbols, communication books, voice-output devices, and eye gaze technology).
• Ensure all staff working with the CYP are trained and confident in using and modelling the agreed AAC system.
• Provide structured and explicit teaching of AAC use, ensuring systems include well-planned, functional and personalised vocabulary that supports communication across contexts (e.g. curriculum, social interaction and independence), alongside daily practice within meaningful contexts such as lessons, routines and social interactions.
• Provide targeted adult support to scaffold communication attempts, gradually reducing support as CYP develop confidence and independence.
• Embed AAC consistently across all environments and interactions to ensure it is used as a functional, everyday means of communication.
• Ensure AAC systems are regularly reviewed and adapted to reflect the CYP's developing skills, preferences and communication needs.