Communication and Interaction

The SEND Code of Practice (2015)

6.28 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 of the different aspects of speech, language or social communication at different times of their lives.

6.29 Children and young people with … Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

The guidance is divided into two parts:

Part 1 focuses on speech, communication, and language needs.

Part 2 addresses Autism (including social interaction, communication, and imagination)

Universal Approaches

The universal strategies outlined in section 1 promote inclusive practice and ensure that every pupil has access to high-quality teaching and learning.

Key Components of Universal Guidance

• Assessment and Identification: Provides best practice recommendations to help teachers use a range of assessment methods to understand learners’ needs and effectively target support.
• Curriculum and High-Quality Teaching: Presents evidence-based strategies that benefit all learners and form the foundation of inclusive classroom practice.
• Voice of the Child and Family: Highlights best practice for working in partnership with parents and carers, and places value on the voice of the child.
• Environment: Emphasises the importance of ensuring that the school environment is inclusive, accessible, and supportive of all learners.