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The broad area of Communication and Interaction is divided in two domains: Speech, Language and Communication Needs and Autism Spectrum Condition.
Learners with speech, language and communication needs (SLCN) have difficulty communicating with others. The national charity ICAN states that across the UK, one in ten children are struggling to speak and understand language and this increases to one in four for those children living in disadvantaged areas of the UK. It is important that we understand:
Communicating with others is central to our everyday life and involves a complex set of skills to do this effectively. Speech, language and communication are skills that interact with each other:
With established skills related to speaking and understanding, children will be enabled to develop positive relationships, learn, have good mental health, and ultimately, be prepared for adulthood. The profile for every learner with SLCN is different and their needs may change over time.
Social Communication and Interaction
Children and young people with Social Communication and Interaction difficulties, including Autism, have a difference in the way they process information which affects how they may communicate and interact with people and the outside world.
The Autism Education Trust describes the main three differences learners may experience:
Autistic people have differences in the way they communicate, understand and use language. They engage in social life from a different perspective (Milton, 2011). This leads to differences in how the person interacts and develops relationships. Being autistic doesn’t mean learners can never make friends and have relationships, but it may mean they need extra help in this area.
Sensory Processing and Integration
Sensory differences can include hyper (high) or hypo (low) sensitivity in relation to the eight senses of sight, hearing, touch, taste, smell, interoception (internal sensations), balance (vestibular) and body awareness (proprioception). These differences will vary from person to person and can actually fluctuate in their responsiveness depending on a number of different factors for example, the time of day or the environment.
Autistic people have differences in their attention, interests and how they learn. This can include being very focused on particular interests. They have a different way of being flexible, so often feel safer and more comfortable with routines and structure as this lessens uncertainty.
Some people with Autism may have other conditions such as ADHD and may also experience social, emotional and mental health needs. Autism is a spectrum, so although learners with Autism may share similar characteristics, just like everyone else, they will have differences in their profile and just like everyone else, autistic learners will have things they are good at as well as things they may struggle with.
As detailed an assessment as possible should ensure that the full range of an individual’s strengths and needs are identified; this may need to go beyond the primary area of need. The support provided to an individual should always be based on a full understanding of their particular strengths and needs and seek to address them using well evidenced SEN provision targeted at their areas of difficulty.
The suggested targeted provision outlined within this guidance document, in addition to inclusive high quality teaching as outlined in the audit tool, will support effective teaching and learning for this group of learners. The curriculum approaches and strategies detailed are not prescriptive or exhaustive. They are intended to guide schools as to the type of provision expected within the graduated approach to identifying and meeting special educational needs at SEN Support and should be delivered in accordance with a learner’s assessed needs and agreed outcomes.