PSHE at KS1 and communication difficulties

Read the section on communication difficulties that applies across subject areas and levels for an explanation of the main issues and some suggestions.

A pupil with communication difficulties will need significant support within PSHE, reflecting their individual needs. A speech and language therapist is likely to be involved, so liaise with them about the adaptations needed to access to the curriculum. Make sure all staff working with the pupil are aware of this.

Augmentative or Alternative Communication

A pupil may use Augmentative or Alternative Communication (ACC). Examples include signing, symbols, communication aids, topic boards and symbolised communication books. They will need time to compose their messages, so other children may need prompting to wait, especially during group discussions. 

If new vocabulary is added to the AAC device, the pupil will need to be taught where to find it. If the pupil is using symbols rather than text, teach the symbol at the same time as the meaning of the word, so the two are clearly linked.

Suggestions

Help pupils communicate more sophisticated ideas by careful questions that can lead to more profound understanding through yes/no responses, or by offering symbol-based choices.

A pupil with comprehension difficulties will need a differentiated curriculum in which ideas relating to emotions, community, culture, safety and health are simplified and made more relevant to their daily life.

Visual strategies may help understanding by reinforcing new concepts and vocabulary.