Difficulties understanding what is being said to them

Provisions and/or strategies:

• Consider how many information carrying words a child can manage when giving instructions – adapt use of language and method. For example, simple choices, reduce complexity and sentence length.
• Provide visual prompts if necessary, including key vocabulary, visual timetables, now and next, gestures and labelling equipment with pictures.
• Label equipment with pictures, signs and words.
• Ensure the adult is physically at the child’s level.
• Give extra / allow take up time to process what has been said.
• Think about the environment and how to limit any distractions.
• Check you have engaged the child’s attention before talking to them. Use the child’s name to attract their attention.
• Check that hearing has been tested.
• Plan specific opportunities to teach new vocabulary as well as opportunities to revisit and practice to develop understanding and use of words.
• Pre-teach topic vocabulary.
• Consider use of  ‘First, then’ or ‘Now, next’ supported by visual prompts.
• Meet regularly with parent carers to discuss how advice and strategies can be continued and strengthened when used at home
• Repeat key words and phrases.
• Ensure access to an oral language modifier for assessments.