Communication and Interaction

Post-16: Strategies and Resources

Speech, Language and Communication

What you might see

You might see a student who:

Finds it difficult to express their ideas, needs or opinions clearly
Uses simple or less detailed sentences when speaking
Finds it difficult to retell events or explain things in sequence
Relies on familiar words or everyday vocabulary
Needs extra time to organise and explain their thoughts
Gives short answers or responses that may not fully explain what they mean

What you can try

Model clear language and expand on what the young person says.

Give opportunities to practise talking in different situations (e.g. paired discussion, group work or speaking with staff).

Allow extra thinking time before expecting a response.

Give students extra time to think and formulate their responses to any questions asked. It helps to use the ‘10 second rule’ where an adult counts silently to 10 after asking a question. If at the end of this time the student does not respond, try once more using the same words and then following this if the student is still struggling, rephrase in simpler language.

Repeat or rephrase questions if needed using the same clear language.

When relevant to the course, provide students frames for talking and writing tasks to help them to structure and sequence their responses.

When relevant to the course, provide narrative frames that can help map out stories or sequencing charts including key words like ‘first…next’, sentence starters.

Model correct language naturally within conversation rather than directly correcting errors.

Offer different ways to record ideas so learning is not limited by writing ability.

What you might see

You might see a student who:

Finds it difficult to understand spoken language or instructions
Needs questions or instructions repeated or simplified
Finds it difficult to process verbal information quickly
Has difficulty understanding subject-specific or conceptual vocabulary (e.g. size, time, shape or position)
Finds it difficult to follow conversations or classroom discussion
Appears distracted, disengaged or passive during learning activities
Finds it difficult to listen and attend for extended periods
Needs support to understand and remember key information

What you can try

Check that hearing has been tested where there are concerns.

Gain the student’s attention before speaking by using their name, eye contact or visual cues.

Use clear, simple language and give short instructions.

Break instructions and tasks into smaller manageable steps.

Support spoken information with visuals, written prompts, checklists or key vocabulary and scaffold or model responses.

Allow extra time for processing before expecting a response.

Encourage students to repeat back or check their understanding with a peer or adult.

Reduce distractions within the learning environment where possible.

Pre-teach key vocabulary, including subject-specific language.

Model and scaffold language to support understanding.

Check understanding regularly rather than assuming understanding.

What you might see

You might see a student who:

Has difficulties producing or articulating specific speech sounds
Uses unusual speech sounds or patterns within their speech
May be understood by familiar adults but is more difficult for unfamiliar people to understand
Becomes frustrated when others do not understand what they are saying
Speaks very quickly, making their speech more difficult to understand

What you can try

Encourage the student to show, point or indicate if they are not understood.

Face the student and speak clearly so they can see how sounds are made.

Reduce background noise to support listening and communication.

Encourage the student to slow down if their speech becomes too fast.

Allow extra time for processing and responding using the “10 second rule.”

Repeat back words or phrases naturally to model clear speech.

Support communication using visuals, gestures or written prompts where helpful.

Autism/Social Communication Difficulties

What you might see

You might see a student who:

Finds social communication and interaction difficult in learning and social situations
Needs support to access different aspects of college, sixth form or training environments
Finds it difficult to understand social expectations or routines
Experiences anxiety in unfamiliar situations or when routines change
Needs support to understand and use vocabulary linked to new topics or experiences
Finds group work, social interaction or relationship building difficult
Needs additional support to develop independence and Preparation for Adulthood skills
Finds it difficult to understand non-literal language, inference, humour or figures of speech
Benefits from consistent approaches and predictable routines across the setting

What you can try

Adapt course content using multi-sensory approaches and concrete learning experiences.

Use consistent visual supports to reduce anxiety and support understanding.

Teach and revisit Preparation for Adulthood skills across different contexts.

Check understanding regularly at key points during learning activities.

Use a range of approaches to develop understanding of new vocabulary and concepts.

Use digital media, real-life experiences and practical activities to support learning.

Consider carefully how groups are organised during lessons and activities.

Allow additional processing time and movement or sensory breaks where needed.

Provide opportunities for small group support outside the classroom to develop communication, interaction and relationship skills. In particular, focusing on study skills in preparation for adulthood.

Adapt the environment where appropriate to support communication and interaction.

Use clear, literal language and explain colloquial language, inference or figures of speech.

Develop and use One Page Profiles or Passport-style documents to share strengths, strategies and support needs with staff.

Work in partnership with students and parent carers to develop consistent approaches and support strategies.

What you might see

You might see a student who:

Finds it difficult to process and understand information quickly
Needs additional time to understand, retain and apply learning
Finds it difficult to generalise skills across different situations
Becomes anxious when routines, staff or environments change unexpectedly
Finds transitions during the day or between activities difficult
Benefits from predictable routines and consistent approaches
Needs support to organise, sequence and manage tasks independently
Finds large amounts of information overwhelming

What you can try

Provide clear routines and timetables using planners, apps or visual supports.

Prepare students in advance for changes to routines, staffing or environments where possible.

Support key transition points throughout the day.

Give extra processing time before expecting a response or action.

Reduce and simplify language into smaller manageable chunks.

Break programmes and tasks into small achievable steps.

Use graphic organisers such as writing frames, mind maps, checklists and task boards.

Use visual supports to reinforce verbal information and instructions.

Check understanding regularly and revisit key information where needed.

Involve students and parents/carers in decisions regarding support strategies and approaches.

Provide consistent staff support where possible to reduce anxiety and support understanding.

Students have access to key staff to support if issues occur

What you might see

You might see a student who:

Finds it difficult to plan, organise or prioritise tasks
Has difficulty getting started with tasks independently
Finds it difficult to manage time or meet deadlines
Needs support to remember instructions, equipment or routines
Finds changes to routines or expectations difficult
Has difficulty monitoring and checking their own work
Appears impulsive or finds it difficult to pause and think before responding
Finds it difficult to switch between tasks or ideas
Experiences difficulties with emotional regulation during learning activities
Benefits from repeated practice and reinforcement to apply skills independently

What you can try

Give pre-warning when a task or activity is coming to an end.

Identify key staff members who can provide additional support where needed.

Provide opportunities for revision, reinforcement and generalisation of skills in preparation for adulthood.

Break tasks into smaller manageable steps.

Use checklists, planners, visual timetables or task boards to support organisation.

Model and teach strategies for planning, prioritising and self-monitoring.

Allow additional processing and thinking time before expecting responses.

Provide clear routines and predictable structures.

Use reminders and prompts to support independence and task completion.

Support understanding of text through explicit teaching of vocabulary and concepts.

Agree a system the student can use to request help or communicate when support is needed.

Reinforce and praise the use of independent organisational strategies.

What you might see

You might see a student who:

Experiences sensory differences that affect learning, participation or emotional regulation
Becomes overwhelmed in busy, noisy or highly stimulating environments
Finds certain sounds, lighting, textures or smells difficult to manage
Needs adjustments to the environment to feel calm and able to learn
Benefits from lower arousal spaces or reduced distraction environments
Finds unfamiliar sensory experiences uncomfortable or distressing
May need sensory strategies or equipment to support regulation and engagement

What you can try

Identify sensory differences in partnership with the student and their family.

Use sensory audits or sensory profiles to understand individual needs and preferences.

Consider sensory needs when making adjustments to the environment, wearing of ID badges and lanyards or uniform expectations if the setting have one.

Develop an individual plan with the student to support independence and self-regulation.

Provide access to sensory strategies, resources or equipment where appropriate.

Adapt the working environment where it is possible to do so in order to reduce distractions and sensory overload.

Provide access to lower arousal or quieter spaces where needed.

Prepare students in advance for sensory experiences or environmental changes where possible.

Support students to recognise and communicate their sensory needs.

Review sensory strategies regularly with the student and relevant staff.

What you might see

You might see a student who:

Experiences low self-esteem or reduced confidence in learning
Becomes anxious about making mistakes or trying new activities
Needs reassurance or encouragement to engage in learning
Finds it difficult to recognise or celebrate their own successes
Appears withdrawn, frustrated or reluctant to participate
Experiences emotional distress linked to learning difficulties or previous experiences
Benefits from predictable support and positive relationships with staff
May need support to manage emotions and emotional regulation within the learning environment