Difficulties understanding what is being said to them

Examples of strategies or provision that could be used to support.

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.