Use of appropriate language and verbal strategies helps build the foundations for staff understanding pupils with SEND both holistically and as individuals.
The pupil at the centre of the Assess/Plan/Do review process is the cornerstone of the SEND Code of Practice. When co-designing plans of support, effective communication is essential for ensuring that these are suitably personalised, whilst also enabling self-advocacy.
Learning is also made more effective when meaning is co-constructed; when the teacher communicates in a way the pupil understands, and the pupil can reliably provide feedback on what they have or haven’t understood. Effective communication can facilitate that vital shift from ‘doing to’ to ‘doing with’.
Inclusive principles
The term ‘Pupils with SEND’ can encompass a wide range of needs, including pupils diagnosed with autism, ADHD, speech and language difficulties or physical disabilities, as well as pupils not yet diagnosed.
Consequently, there may be a number of barriers to effective communication that might benefit from the application of inclusive principles. Here are the principles we advocate at the Neuroinclusive Education Network (NEN):
Focus on the individual
- Understand, respect and use the pupil’s preferred methods of communication – whether they be verbal, visual or involving the use of augmented alternative communication devices
- Be mindful of a pupil’s information processing, social communication and sensory differences, particularly in terms of volume and preferences around personal space
Develop positive relationships
Ensure that all staff…
- Listen to, respect and value what pupils tell them
- Are open, honest and genuine in their interactions with pupils, since trust is vital for keeping channels of communication open with SEND pupils, who may already feel disengaged or disillusioned
- Use inclusive language
- Encourage Peer Support and develop inclusive group activities to support social communication
- Support group work and/or offer alternative methods of communication for those students who may find working in a group challenging, or even impossible
- Seek support from external professionals, such as speech and language therapists or sensory advisory teams
Create enabling environments
- Develop a culture where pupil voice is valued and pupils are able to contribute equally
- Keep all verbal communication easy to understand, while avoiding idioms, abstract phrases and sarcasm
- Allow for extra processing time, and avoid cold calling where this is likely to cause pupils distress or anxiety
- Use gestures, facial expressions and visual cues, though be aware that some pupils – such as those who are autistic – may not interpret these easily
- Upskill staff on use of assistive technologies, such as speech generation devices
Learning and development
- Ensure staff receive up-todate training on how to facilitate effective communication with all pupils, including those with SEND
Julie Gibson is Head of Content and Product Development at the Neuroinclusive Education Network.
