School Age: Strategies and Resources

Communication and Interaction

Speech and Language

What you might see

You might see a child who:

  • misunderstands instructions
  • takes longer than peers to follow instructions
  • watches peers to understand what to do
  • seems to ignore what others have said
  • has difficulty remembering new information
  • talks about something else when you ask them a question
  • waits for you to offer them help after you have explained what to do to the class
  • interprets what you say literally
  • doesn’t understand sarcasm or jokes

What you can try 

Reduce distractions in class e.g. close the door if it’s noisy in the corridor, reduce clutter where the student sits.

Get down to the student’s level.

Use a visual timetable throughout the day.

Say the student’s name before talking to them or cue them in visually to gain their attention.

Use visuals as you talk to support understanding e.g. symbols, written words, showing what to do, photos, objects, videos, Makaton, communication boards, the student’s communication system.

Use a now/next board or a task board to break instructions down and to support the student to know what to do.

Slow down your own talking and pause between chunks of information.

Use simple words when giving instructions and repeat key information.

Give the student extra time to process what has been said (up to 10 seconds).

Tell the student what they should do, rather than what they shouldn’t e.g. ‘keep your books on your table’, rather than ‘don’t put your books away’.

Give instructions in the order you want the student to carry them out and break them down into smaller parts e.g. say ‘get the blue box… then line up’ rather than saying ‘before you line up get the blue box’.

Encourage the student to use strategies to support them to remember key points e.g. counting the things they need to remember on their fingers, saying it again in their head, picturing what they need to do in their head.

Encourage the student to let you know when they have not understood. Set up systems for them to do this in class e.g. red/green cards on table, 1 minute peer talk to check everyone knows what to do.

Check understanding by asking open ended questions e.g. ‘what do you have to do?’

Link new ideas to previous experiences e.g. ‘the goblin was fierce… does anyone remember who else was fierce in the book we read last week?’

Explain non-literal language e.g. ‘I’m only pulling your leg… that means I’m joking’.

What you might see

You might see a child who:

  • takes longer to learn and use new words
  • uses ‘empty’ words often e.g. ‘this’, ‘that’, ‘thingy’, ‘it’
  • uses shorter sentences than peers
  • makes errors with grammar or sentence structure e.g. ‘runned’, ‘mouses’, ‘got paper cutting’
  • sounds muddled when trying to explain something that has happened
  • gets frustrated or gives up when trying to explain something
  • finds it difficult to answer questions

What you can try

Accept and encourage all forms of communication e.g. talking, gesture, Makaton, symbols.

Talk to the student using clear sentences around the same level of language they are using e.g. ‘the hedgehog is spiky’, ‘the volcano is going to erupt’.

Use the student’s communication system when you communicate with them e.g. talking, communication boards, communication book.

Repeat what the student has said back to them and add an idea e.g. student: ‘we watched a panto’, adult: ‘yes, we watched a panto at the theatre’.

Model correct language by saying the correct version back if the student makes a mistake e.g. student: ‘they is going football Saturday’, adult: ‘oh they are going to football on Saturday’.

Use visuals to help students to plan what they want to say e.g. question word symbols, narrative planners, first/then/next strips.

Use sentence starters e.g. ‘I think…’

Plan and provide opportunities to talk e.g. group discussions, think-pair-share, talking ideas through with teacher or teaching assistant, circle/news time.

Teach new words by talking about what the word means and how it sounds (e.g. initial sound, syllables, rhyming words). Use word maps to support.

Give the student time to think when you ask them questions. If they can’t answer, repeat the question and emphasise the question word e.g. ‘why is…’. If they still can’t answer, give a choice e.g. ‘do you think it’s because they are poorly or because they are excited?’ then repeat their choice back in a sentence.

What you might see

You might see a child who:

  • is difficult to understand
  • sounds different to their peers
  • has difficulty with sound awareness activities, e.g: clapping syllables in words, understanding rhyme, and blending and segmenting

What you can try

Focus on what the student is saying, not how they are saying it. Do not say e.g. ‘we don’t say it like that’.

Avoid pretending to understand when you have not. Repeat back what you have understood and ask questions to fill in the gaps e.g. ‘I know you’re talking about something that happened at break time, is it about one of your friends?’

Encourage the student to show you if they can e.g. taking you to what they are talking about, using gesture, writing it down.

Repeat back the student’s word or sentences when they are unclear, but do not ask them to repeat you.

Reassure the student that you are working with them to understand and that what they have to say is important.

What you might see

You might see a child who:

  • repeats sounds e.g. ‘I want a p-p-pencil’
  • repeats words e.g. ‘I…I…I want…’
  • stretches out sounds in words e.g. ‘I waaaaaant a pencil’
  • gets stuck on a word where no sound comes out.
  • shows tension when talking e.g. facial grimaces, tapping leg in an effort to get their words out, looking away, taking an effortful or frequent breath.
  • avoids certain words they predict they will stammer on

What you can try 

Give the student time to talk. Do not finish off their words or sentences.

Avoid telling the student what to do when they stammer (e.g. stop, slow down, take a breath).

Avoid keeping the student waiting too long for their turn to talk.

Show the student there is no rush by slowing down your own talking.

Plan time for the student to talk with others in 1:1 or small groups.

Talk to the student about their stammer and ask what helps them participate.

Talk to parents/carers about any challenges shared.

Build confidence and self-esteem through praise and celebrating effort.

Encourage open discussion about teasing and bullying.

Consider reasonable adjustments for oral exams, referring to information at Stammer.org.

What you might see

You might see a child who:

  • does not talk in class/school
  • only talks to certain people in school
  • gives limited responses in some situations

What you can try

Avoid putting pressure on the student to talk.

Reassure the child that they will not be made to talk, e.g. ‘it’s okay if you can’t talk right now…can you show me instead?’

Comment rather than ask questions when talking to the student.

Encourage and accept all forms of communication e.g. gesture, drawing, symbols, writing.

Provide alternative ways to take part e.g. communication board, whiteboard.

Identify a trusted member of staff to build rapport.

Autism / Social Communications Differences

What you might see

You might see a child who:

  • needs extra time to understand what has been said before they can answer.
  • takes language very literally and struggles with jokes, sarcasm or hints.
  • finds long or complicated instructions difficult unless broken into small steps.
  • misunderstands facial expressions, tone of voice or hidden meanings.
  • uses limited spoken language or repeats phrases they’ve heard.
  • even if fluent, may talk mainly about their own interests or find back-and-forth conversation tricky.
  • struggles to ask for help or explain what they need.
  • finds turn-taking in conversation difficult or does not notice when it’s their turn to speak.
  • finds it hard to understand eye contact, gestures or body language.
  • might not pick up on unwritten social rules unless taught directly.
  • struggles to understand what others are thinking or feeling.
  • misunderstands expectations in different social situations.
  • prefers to play alone or alongside others instead of directly with them.

What you can try

Plan activities with an emphasis on concrete, experiential and consistent visual supports.

Emphasise using and applying skills across a variety of contexts with different people.

Use language that is adapted/reduced and complement it with visual supports to promote full understanding.

Plan an adapted curriculum with modifications that include a focus on developing expressive and/or receptive communication skills and reducing anxiety.

Plan focused activities to promote progress with listening and attention skills, including the use of visual supports (such as objects of reference, photographs, symbols) built into the CYP’s daily learning programme.

Pre-teach and post-teach new vocabulary.

Post-teach to consolidate and reinforce understanding.

Check the CYP’s understanding at key points using appropriate methods for demonstrating knowledge and engagement.

Plan opportunities for the CYP to make contributions within lessons, either verbally or using non-verbal communication methods (such as signs, symbols and gestures).

Develop and promote peer support systems which provide mutual respect as well as supporting understanding.

Use a variety of methods to enable the CYP to develop an understanding of vocabulary related to new topics, including the use of digital media, real-life experience, community visitors and educational visits.

Use flexible groupings which include positive peer models, with input and oversight from the class teacher/additional adults.

Provide multi-sensory learning opportunities, utilising a range of sensory tools.

Use visuals to reflect on and understand social situations, such as Social Stories™ or Comic Strip Conversations™.

Plan adaptations such as learning breaks and additional time for information processing needs.

Plan opportunities for flexibly sized groupings focused on developing communication and interaction skills, supporting flexibility, information processing and managing sensory needs and/or the environment.

Model and teach social relationships explicitly, including the language used within social interactions linked to real situations.

Make adaptations to the environment where appropriate to facilitate effective communication and interaction (Autism Standard 12).

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Use choice boards, writing frames, story boards, cue cards or sequencing cards to facilitate communication.

Provide clear strategies to enable the CYP to organise their information using, for example, task boards, sequence strips, visual timetables, word banks, sticky notes, digital recording equipment or apps.

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

Ensure a One Page Profile is in place for individual pupils, detailing the CYP’s strengths, developed with the CYP and their parent/carer(s), and used by all staff (Autism Standard 3).

Use different teaching approaches and pacing of lessons to maximise engagement and learning.

Ensure consistent sharing of the CYP’s One Page Profile with all relevant members of staff.

What you might see

You might see a child who:

  • needs extra time to understand spoken instructions or new information.
  • may not respond straight away because they are still processing what was said.
  • feels overwhelmed by too much talking, too many choices or quick changes.
  • struggles with instructions unless they are broken down clearly.
  • finds abstract or unclear ideas difficult without concrete examples.
  • needs support to use skills learned in one situation in another.
  • may be overwhelmed, withdraw, go quiet or appear anxious.
  • misunderstands expectations if they aren’t clearly explained.
  • finds it difficult to notice changes, transitions or environmental cues.

What you can try

workstation for focused tasks where appropriate.

Work with CYP and parent carers in decision making regarding strategies.

Maintain clear and consistent classroom routines, including transitions, supported by a visual timetable that is regularly updated and used to prepare CYP in advance for any changes to staffing, routine or transitions.

Provide support at key transitions throughout the day or at key transition points.

Use objects of reference, photographs or symbols to communicate transition times, expectations and to reinforce the daily schedule.

Allow extra time for the CYP to process receptive language.

Use task boards and visual supports to set clear steps for task completion, promote independence, clarify expectations and support transitions.

Provide an individual workstation for focused tasks where appropriate.

Use a systematic approach to tasks (e.g. work trays) to increase engagement and reduce anxiety around work completion.

Provide graphic organisers to support independent work (e.g. writing frames, mind maps, checklists) and simplify language where needed.

Use individual interests to increase attention to less preferred activities and embed preferred activities where possible.

Offer choices about tasks or how to complete them (e.g. using a choice board).

Break learning into small, achievable steps.

What you might see

You might see a child who:

  • struggles to keep track of belongings or stay organised without reminders.
  • finds it hard to start tasks independently.
  • needs support to break larger tasks into smaller steps.
  • may not realise how long a task will take or how to pace themselves.
  • may lose attention, especially if the activity isn’t of interest.
  • focuses on one small part of a task and forgets the rest.
  • finds it difficult to move from one activity to another without warning.
  • finds it hard to remember instructions while doing a task.
  • loses track of what they were doing without prompts.
  • finds copying from the board or following multi‑step tasks challenging.
  • becomes confused or distressed by unexpected changes.
  • feels unsure about what to expect during group work or new situations.

What you can try

Work with CYP and parent carers in decision making regarding strategies.

Maintain clear and consistent classroom routines, including transitions, supported by a visual timetable that is regularly updated and used to prepare CYP in advance for any changes to staffing, routine or transitions.

Provide support at key transitions throughout the day or at key transition points.

Use objects of reference, photographs or symbols to communicate transition times, expectations and to reinforce the daily schedule.

Allow extra time for the CYP to process receptive language.

Use task boards and visual supports to set clear steps for task completion, promote independence, clarify expectations and support transitions.

Provide an individual workstation for focused tasks where appropriate.

Use a systematic approach to tasks (e.g. work trays) to increase engagement and reduce anxiety around work completion.

Provide graphic organisers to support independent work (e.g. writing frames, mind maps, checklists) and simplify language where needed.

Use individual interests to increase attention to less preferred activities and embed preferred activities where possible.

Offer choices about tasks or how to complete them (e.g. using a choice board).

Break learning into small, achievable steps.

What you might see

You might see a child who:

  • may be very sensitive to noise, lights, touch, movement or smells.
  • does not notice sensations others do and seek more sensory input.
  • experiences strong reactions to unexpected sensory experiences.
  • struggles to filter out background noise.
  • finds busy, noisy or fast-moving environments overwhelming.
  • responds slowly because sensory information takes longer to process.
  • finds everyday activities like assemblies or busy corridors difficult.
  • avoids certain textures, activities or places due to discomfort.
  • exhibits anxiety, distress or tiredness from too much sensory input.
  • seeks certain sensations (movement, pressure, fidgeting) to stay calm.
  • shows regulating behaviours like rocking, pacing or fidgeting.
  • has high sensory demands, which make learning difficult.
  • finds it harder to process spoken language when experiencing sensory overload.

What you can try

Identify sensory differences in collaboration with CYP and parent carers and record adjustments within planning (e.g. CAT Sensory Profile or Sensory Ladder).

Consider sensory differences when planning reasonable adjustments.

Use an individual plan to manage sensory needs, with readily available equipment such as sensory resources, ear defenders or cushions.

Adapt the environment (e.g. reduced distraction areas) according to pupil need.

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Complete regular sensory environment audits (e.g. C-SENSE).

Ensure access to a low-arousal space (Autism Standard 11).

Include sensory and movement activities within teaching to support regulation.

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Promote agreed sensory strategies to support self-regulation, with input from relevant services where appropriate.

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What you might see

You might see a child who 

  • compares themselves negatively to others.
  • may be very self‑critical when they make mistakes.
  • fears getting something wrong and avoiding attempting tasks.
  • avoids new activities unless supported.
  • is very motivated by their own interests but disengages from tasks they don’t find meaningful.
  • finds open-ended or abstract tasks hard to stay engaged with.
  • may not always recognise or describe their own emotions.
  • experiences emotions intensely, leading to overwhelm or shutdown.
  • appears calm while feeling stressed inside (masking).
  • experiences increased anxiety when routines change, in social uncertainty, or during sensory overload.
  • shows distress through withdrawal, shutdown, movement or avoidance.

What can you try

Work with CYP and parent carers to agree strategies to support emotional regulation.

Provide specific, meaningful praise and feedback when a CYP persists and achieves, tailored to their preferred form of feedback.

Provide clear verbal feedback on next steps in learning.

Plan opportunities for success through carefully matched expectations and interventions.

Make explicit links to prior learning and share clear steps so CYP know what to expect.

Plan activities that support independence and self-actualisation.

Promote self-esteem by celebrating strengths and reinforcing success (Autism Standard 16).

Provide access to a designated safe space, agreed with the CYP.

Promote an inclusive ethos where differences are celebrated and pupil voice is valued.

Promote positive autistic role models.

Provide opportunities that foster enjoyment and positive experiences of school.

Teach and model emotional language explicitly within the curriculum (e.g. PSHE).

Use emotional regulation tools (e.g. 5-point scale) to agree and support strategies.

Ensure SEND and pastoral teams work collaboratively with families to support wellbeing.

Support understanding when the CYP perceives an injustice.

Provide access to a key adult at agreed times.

Use co-regulation strategies when the CYP is anxious or dysregulated.

Provide opportunities for independent work and skill development.

What you might see

You might see a child who:

  • finds it difficult to move between activities or places without clear routines.
  • needs extra time to adjust to a new activity.
  • experiences increased anxiety during busy or noisy transitions.
  • finds even small unexpected changes distressing.
  • withdraws or shows distress when changes feel sudden.
  • feels anxious until they feel familiar with the new situation.
  • may feel strong emotional reactions to rushed or unclear transitions.
  • struggles when working with unfamiliar adults.
  • finds difficulty in group transitions if the social rules are not clear.
  • needs support for longer before feeling fully settled.

What you can try

Plan transitions carefully, ensuring support is individualised.

Involve parents and CYP in transition planning.

Share information about the CYP (strengths and support needs) with the receiving setting.

Identify a key adult to support transitions.

Use resources such as photo books, transition booklets, additional visits or parent workshops.

Offer reassurance, explanation and visual support when routines change (e.g. different teacher, timetable change, new classroom).

Resources

Speech and Language

  • Speech and Language UK – advice, resources and interventions to support speech, language and communication development 
    www.speechandlanguage.org.uk  
  • Widgit Symbols – visual symbols to support communication, understanding and independence 
    www.widgit.com  
  • Makaton – communication programme using signs, symbols and speech 
    www.makaton.org  
  • NAPLIC – information and support for Developmental Language Disorder (DLD) 
    www.naplic.org.uk  
  • RADLD – resources to raise awareness and understanding of DLD 
    https://radld.org  
  • Elklan – training and resources to support speech and language development in schools 
    www.elklan.co.uk  
  • Birmingham Toolkits – Speaking and Listening – teaching and learning ideas for universal and targeted support  
  • Communication Friendly Settings / Classrooms – guidance on adapting environments to support communication (via SaLT/LLSS) 

Autism / Communication Differences

  • Ambitious About Autism – toolkits and resources to support autistic children and young people 
    www.ambitiousaboutautism.org.uk    
  • Know Your Normal – resources to support understanding of autistic experiences 
    Ambitious About Autism  
  • Autism West Midlands – advice, support and training for autistic individuals and families 
    www.autismwestmidlands.org.uk   
  • National Autistic Society – guidance, strategies and resources for autism support  
  • NEN Autism Suite of Resources – frameworks and materials to support inclusive practice  

Understanding and Using Language 

  • NELI (Nuffield Early Language Intervention) – structured early language programme 
    www.teachneli.org  
  • Language for Thinking / Behaviour and Emotions – programmes linking language with cognition and behaviour 
    www.thinkingtalking.co.uk  
  • DLD and Me – resources for supporting children with Developmental Language Disorder 
    www.dldandme.co.uk  

Speech 

Stammering 

  • STAMMA – support and information about stammering 
    www.stamma.org  

Anxiety Around Talking 

  • East Kent SaLT Selective Mutism resources – practical guidance for schools and families 
    www.kentcht.nhs.uk 

 

  • SCERTS Framework – supports development of communication and emotional regulation (training via Educational Psychology Service)  
  • CAT Training and Additional Modules – structured professional development accessed through school partnership plans  
  • NEN Frameworks – progression, standards and competency frameworks for SEND practice 
  • CAT Tools and Advice Sheets – practical strategies and assessment tools (via CAT link teacher)  
  • C-SENSE Audit – sensory environment audit to support environmental adaptations 

Speech and Language

  • Speech and Language Therapy (NHS) – assessment, advice and intervention for speech, language and communication needs. Access is typically through school-linked therapists or referral pathways.  SLT and SEND Support | Website 
  • Language, Learning and Strategic Support (LLSS) – provides advice, training and support to develop inclusive communication and language provision in schools. Specialist SEND Support Services – Local Offer Birmingham 

Autism / Social Communication Difficulties

  • Communication and Autism Team (CAT) – provides advice, training and strategic support to schools to develop inclusive autism practice and improve access to education. Each school has a named CAT link teacher.  Specialist SEND Support Services – Local Offer Birmingham 
  • Occupational Therapy Service (OT) – provides assessment, advice and intervention to support sensory processing, regulation and functional skills. Schools can access support through referral routes or in collaboration with health services where appropriate.  SEND Therapy Team | Website 

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