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Speech, Language and Communication

What do we mean by speech, language and communication? 

Speech means using sounds to form words when we talk.

Language means understanding and using words. We combine words to make sentences and share thoughts and ideas. Language includes spoken and written words, signing, gestures, and pointing to symbols or objects. We also use body language to change or add meaning to our words.

Communication happens when one person sends a message that another person understands. It is a two-way process. When people respond to each other, we call this interaction. Interaction can be simple, like smiling or nodding to show recognition. It can also be complex, like playing a game, giving directions, or discussing climate change in a group.

What are Speech, Language and Communication Needs (SLCN)? 

Speech, Language and Communication Needs (SLCN) describe difficulties that children or young people may have with understanding, speaking, making sounds, or interacting with others. 

Some children or young people may struggle in one area. Others may have needs in several areas. 

About 10% of children starting school have Speech, Language and Communication Needs (SLCN). That means around 2 to 3 children in every classroom. 

Why do children or young people have Speech, Language and Communication Needs (SLCN)? 

There are many reasons. Some children may be neurodivergent. Others may not have had enough chances to build language skills. Some children need extra time and practice to develop speech and language. These children may not have lifelong difficulties. But for others, communication challenges may continue into adulthood. 

Important Things to Remember 

Communication is more than talking. 
People use many ways to communicate. Some are common, like talking, pointing, or waving. Others are less typical, like repeating phrases (called echolalia), leading someone by the hand, pointing to a symbol, screaming, or sitting down to show they don’t want to do something. All of these are forms of communication. We should notice and respond to them. 

Behaviour often communicates something. 
If a child or young person does something you don’t understand, ask yourself what they might be trying to say. For example: 

“I feel scared.” 

“I don’t understand.” 

“I want to know when I can have the toy back.” 

“I need space.” 

Learn how they communicate best. 
Find out what works for them and what they prefer. Notice what they like to talk about. Join in with their interests. 

Create chances to communicate. 
Give them many chances each day to talk about things that matter to them. 

Help others understand their communication style. 
A communication passport can help. It explains how a child or young person communicates. Learn more here: 
Communication Passports – Communication Matters 

Ten Tips For being a Good Communication Partner

  1. Get down to their level.
    Sit or kneel so you’re face-to-face. Smile. 

  2. Be face-to-face, but don’t force eye contact.

  3. Give extra time.
    Let them respond in their own time. 

  4. Keep it simple.
    Use short sentences and fewer words. 

  5. Show what you mean.
    Use pictures, objects, actions, or photos along with words. 
    Find ideas here: 
    Visual Supports – National Autistic Society 

  6. Use routines.
    Try songs with actions or stories with repeated lines. Leave space for them to join in. 

  7. Follow their interests.
    Let them lead play. Copy or help instead of taking over. 

  8. Watch for signs they need a break.
    This might be subtle, like picking at a sleeve. Communication can be tiring. 

  9. Put words to their actions.
    If they guide your hand to a light switch, say “light on.” This is called modelling. 

  10. Say useful words.
    Match your words to what they focus on. This helps them learn language.  

Why is it helpful to know about typical development? 

Knowing what typical speech and language development looks like helps us track progress. It also helps us support children and young people who are developing in a neurotypical way. Most importantly, it helps us notice when someone may need extra help. 

 

Helpful Resource 

Visit BBC Tiny Happy People for tips and activities that support children's language development.  

 

When Speech, Language and Communication Develop Differently 

Not all children or young people develop speech, language and communication in the same way. 

Some children or young people build communication skills differently. We can support them best by noticing this and learning how to be good communication partners. You can find out more at National Autistic Society Autism and communication pages.

    1. Check understanding. 
      When you give an instruction, make sure the child or young person understands what you said and knows what to do. If they don’t follow the instruction, it might be because they didn’t understand—not because they are misbehaving. 

    1. Give time to process. 
      Let them think about what you said and give them time to put their ideas into words. 

    1. Explain new or tricky words. 
      If you use a word they may not know, explain it. Be careful with words that have more than one meaning. For example, “sweet” can mean something tasty, something cute, or a type of food. 

    1. Support group conversations. 
      Help them join in by explaining how to take turns. Let everyone have a chance to speak. If the activity is new, they may need time to watch before joining in. 

    1. Avoid non-literal language. 
      Try not to use idioms like “you’re flying through this work” or sarcasm like “well that was clever.” If you do, explain what you mean. 

    1. Keep using visuals. 
      Visuals still help older children and teenagers. If words are hard to explain, draw it. 
      For example: 

    • Use stick figures to show what happened in the playground. 

    • Use a visual task planner to show steps in a task. 
      Visual Supports – National Autistic Society 

    Alt text for image (if used): A simple cartoon showing stick figures playing in a playground, with speech bubbles and arrows to show what happened. 

    1. Watch for signs of tiredness. 
      Communication can be hard work. Children and young people may not show how tired they are. Look for signs like fidgeting or needing space. 

    1. Don’t take blunt comments personally. 
      They may say what they think without knowing how it sounds to others. 

    1. Pick the right time to talk. 
      Teenagers may feel shy about talking to adults. Choose a time when they are not tired or hungry. Talking while doing something else—like walking, going to a café, or riding in the car—can help. 

    1. Ask fewer questions and listen more. 
      Don’t ask too many questions at once. Let them lead the conversation. 

    1. Show interest in their hobbies. 
      Learn about what they enjoy. Let them know you care and want to hear more. Remind them of past conversations to show you were listening. 
      For example: “I remember you told me you like Pokémon. Do you have a favourite?” 

    Alt text for image (if used): A teenager and adult walking side by side in a park, chatting casually. The adult smiles and listens while the teenager talks about a Pokémon character.

  • What is Echolalia? 

    Some children repeat words or phrases they’ve heard from others, TV, or books. This is called echolalia. 

    • Immediate echolalia happens right after hearing a phrase. 

    • Delayed echolalia happens later, sometimes hours or days after. 

    This is part of a learning style called Gestalt language learning. It is a different way some children learn language. 

    If a child repeats phrases, don’t ignore them. Try to figure out what they mean. They might not understand what you said, but they know they should respond. They might link the phrase to a specific situation. Think about when they heard it and what was happening. Share this with others who support them.

  • Some children and young people use few or no spoken words. Sometimes their speech is hard to understand. 

    They should have other ways to communicate. For example: 

    • Use objects or pictures they can point to. 

    • Stick pictures on the kitchen door so they can show what they want to eat. 

    • Show photos of places like the park or beach so they can choose where to go.