Mathematics and communication difficulties at P levels 6-8

There is much more interaction between pupils and this will be challenging to a child who has communication difficulties.

You can:

• Plan ahead so that the child is prepared for the vocabulary they need to understand key concepts.
• Ensure that any communication device is pre-programmed (if necessary), placed correctly within reach of the child, and is working properly.
• Focus on the practical experiences the child can have and ensure that concepts are not limited by language difficulties. For example, if a child can achieve a higher level task such as matching you can assume they can sort objects – they may just be confused by the terminology.
• A child may be searching for an object that they are unable to name or describe, so check whether language difficulties are holding back their understanding of object permanence. Children can demonstrate object permanence without being able to talk. For example, a non-verbal child with no sight may put an object down and later go back to the exact spot to retrieve it.