Communication and language: physical impairment

The main communication and language challenges for early years children with a physical impairment are:

• Head control – being able to lift and move the head.
• Body control and awareness – being able to move the body in response to instructions, or to perform actions.
• Feelings of insecurity and a startle reflex – this is caused by sudden noises or movements of others and can make the child jump.
• Hand-eye co-ordination – being able to look at a toy or object when reaching for it.
• Visual difficulty tracking objects and people, focusing and making eye contact. Regulating breathing when trying to verbally communicate.

You can:

• Make use of all the key positions:
• Lying on their back.
• Lying on their tummy and propping.
• Sitting on the floor, on a chair, at a table.
• Kneeling.
• Standing.
• Make sure the child feels safe, can see the toy, book or person they are working with and is able to use the movement they have as independently as possible.
• Use mirrors to encourage awareness of facial expressions and mouth movements.
• Before singing activities, use simple breathing exercises.
• Position a partner or group in front of the child.
• Teach the whole class key signs to reinforce language.
• Make pictures and objects of reference available for key activities and vocabulary.
• Encourage verbal sounds in response to questions, games and stories.
• If spoken communication is delayed, observe the child's responses to establish a clear yes or no and ensure everyone in contact with the child understands this.