SLCN is the term given to describe the extensive range of needs related to all aspects of communication – from understanding others to forming sounds, words and sentences to expressing ideas and emotions and using language socially.
Language
In order to follow what is being said to us, we need the ability to understand words and sentences. We need to organise our thoughts and ideas using appropriate/ relevant vocabulary into grammatically correct sentences preparing us to be ready for talking.
Speech
We need to be able and have the ability to combine sounds together to say words.
Communication
We need to be able to say the right thing, at the right moment, and in the correct way. It involves combining speech and language skills to give messages to others and to understand the given responses.
Speech, Language and Communication are complex skills that develops gradually over time from the moment a child is born. It is important that children develop a firm foundation of earlier skills such as listening and playing so that they can successfully develop later skills such as using tricky sounds and spelling.
Evidence shows that family status impacts on children’s speech language and communication with children living in poverty/low income families hearing less quantity and quality of words and of the words heard a large emphasis on prohibitions words than affirmation words.
Identifying SLCN can be problematic for many reasons: children may have other difficulties as well as SLCN, they may have a wide and complex range of needs and therefore there can be co-occurrence with other labels and diagnoses. SLCN is often considered to be a ‘hidden disability’. Some aspects of SLCN are more visible than others, particularly those associated with speech and sounds. Others are less so, for example the child who is experiencing difficulties understanding or using language may appear to be inattentive, passive or even rude. There are children who become very skilled at hiding their difficulties, e.g. by watching other people so they know what to do or by pretending they know when they don’t. SLCN may be missed altogether or masked by these other characteristics.
We know that early identification leads to better outcomes for children and young people, so the sooner a need is identified the better.
It is crucial that all early years settings recognise the importance of communication and adopt a whole setting approach to developing every child’s speech, language and communication skills. This involves:
- Working in partnership with parents/carers and providing information about developing speech, language and communication skills at home
- Ensuring everyone in the nursery/setting/school is aware of SLCN with some members of staff trained to a higher level of competence
- Creating language and communication friendly environments
- Use of identification tools across all ages to ensure children with SLCN are identified as early as possible
- Providing a range of intervention approaches to help address children’s SLCN and working closely with external agencies to support this.