This is a brand new service — your feedback helps us improve it.

What is Tools for Schools? How can the Inclusion Framework and OAIP support my setting?

Find out more on our info page

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, e.g. 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.

Last updated 2 November 2021

Did you find this page useful?