The ability to communicate, to use language to learn, make friends and manage behaviour, is essential in every child’s life. It is the most fundamental life skill. Since almost every child with special educational needs (SEN) has some sort of communication difficulty, we need to provide much more support and assistance in this area, and we need to raise the prominence of meeting children’s communication needs among policymakers.
Why the concern?
A significant number of children have special educational needs. In England alone, the figure stands at more than 1.2 million. One universal characteristic that runs through this group of children is the presence of speech, language and communication needs (SLCN). Many of these children struggle to communicate and require support in order for them to learn and thrive to the best of their abilities. However, despite the fact that SLCN are present in the majority of children with SEN, it is often the case that their needs are misinterpreted or misunderstood, and this can impact on the support they receive.
‘The data is clear,’ states the Department for Education. ‘SLCN is the most prevalent primary need for pupils with SEN in state-funded primary schools.’1
The implication of this is huge. The ability to communicate and use language to both learn and enjoy daily life is crucial. Without this ability, life can be very challenging and can lead to high levels of stress and anxiety. Poor communication and language skills at an early age can have a lifelong impact. For example, a child with good language at five will have better literacy, mental health and employment at age 34.2 This is why it is essential that children are given the support they need as early as possible—so they can reach their potential in school, but also importantly in terms of their self-esteem, their friendships and later into adulthood.
“With so many children with SEND having poor language and communication skills, ensuring teaching skills include the knowledge and confidence to identify communication difficulties is critical.”
SEND reforms and the prevalence of SLCN
The special educational needs and disabilities (SEND) reforms that came into place in September 2014 place far more responsibility for identifying and supporting children’s SEN with class teachers and form tutors. It is therefore essential that teachers have the skills, knowledge and confidence they need to identify a child’s needs and support them appropriately.