Overview
Communication and Interaction is one of four areas of need identified in the SEND Code of Practice (2015). This category includes children who have autism spectrum condition (ASC) and those with speech, language and communication needs (SLCN).
Speech, language and communication needs is the broad umbrella term used in UK education to describe a wide range of difficulties. Research indicates that around 10% of all children have some form of SLCN. Some may have a specific diagnosis such as Developmental Language Disorder (DLD), while others may have communication difficulties associated with other conditions.
The Bercow Report (2008) and subsequent Bercow: Ten Years On review (2018) highlighted the critical importance of early identification and support for children with SLCN, emphasising that communication is the foundation for learning, wellbeing, and life outcomes.
The Three Components of Communication
| Speech | Language | Communication |
|---|---|---|
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Key Terms
SLCN (Speech, Language and Communication Needs): The broad umbrella term used in UK education for all children who have difficulties with speech, language or communication.
DLD (Developmental Language Disorder): A specific diagnosis for children who have persistent difficulties with understanding or using language, where these difficulties are not associated with a known biomedical condition such as hearing loss, neurological damage, or autism. DLD is defined by the CATALISE consortium (2017) and is increasingly recognised in UK schools.
ASC (Autism Spectrum Condition): A lifelong developmental difference that affects how a person communicates, interacts socially, and experiences the world. Communication differences in autism have distinct characteristics and are addressed on the autism-specific page.
Identifying and supporting needs in class
Most communication needs are met through high-quality, inclusive teaching as ordinarily available provision, within the graduated approach (Assess, Plan, Do, Review). Identify early, involve families, and seek speech and language therapy advice where needed. Practical, universal strategies include:
- Reduce language load and give processing time (around 10 seconds)
- Pair talk with visuals, and pre-teach key vocabulary
- Give one instruction at a time and check understanding
- Model and extend language rather than simply correcting it
- Use visual timetables and communication-friendly routines
- Plan structured talk and small-group opportunities
- Accept and support AAC and alternative means of communication
Policy context and further guidance
The SEND Code of Practice (2015) remains the statutory framework in England, with the Children and Families Act 2014 and the Equality Act 2010. The government’s 2025 Schools White Paper proposes SEND reforms, including a stronger emphasis on inclusive, ordinarily available provision; these are proposals, and current duties still apply. This page is reviewed when guidance changes.
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