SLCN is often considered to be a ‘hidden disability’ and some aspects of SLCN are more visible than others – particularly associated with speech and sound. Those children who have difficulty with understanding or using language may appear to ‘mask’ their difficulties by watching and copying others, or stating that they ‘can’t remember’ or ‘don’t know’. Always remember that every ‘behaviour is a communication’ and it is important to look beyond the behaviour and consider SLCN.
For many children teaching adaptations and reasonable adjustments can be enough to enable a child to be successful within the classroom and thrive within wider school life. For other pupils’, school staff may identify following QFT and adaptations in the classroom, use of developmental checklists along with informal and formal assessment. that there are indicators of needs which may require more targeted support.
At this stage the class teacher would discuss their concerns with the school SENCo for further advice and with parent carers. It is at this stage that a child’s needs may be identified as a special education need that requires support at a stage called SEN Support.
Here support is given using a Graduated Approach to meeting needs and involve cycles of ADPR which targets a pupil’s needs in order to support them in making accelerated progress, which can include learning strategies to help them with their social communication skills and in social situations.
It may be at this stage that a rereferral to the NHS speech and language therapy service is considered.