Communication and interaction
Much of the information in the Communication and Interaction section of the school age toolkit is relevant here, so please refer to this alongside this additional information.
The Assess, Plan, Do, Review (APDR) cycle forms the framework of support in Post 16 as it does for school age children and should be used to plan and monitor interventions for communication and interaction.
An up-to-date assessment of a young persons language and communication skills is needed to ascertain what support is needed and in what area. In this broad area of need, it is important to gather information about whether the concern is about speech and language or social communication.
All learners should have an individual plan that details the support that they are receiving. This should be planned in consultation with the young person.
Examples of support in speech and language include:
- considering complexity of language used
- ensuring understanding by asking open questions
- specific interventions to improve vocabulary
Examples of support in social communication include:
- considering use of language by adults
- avoiding negative tones/facial expressions
- considering seating plans
- visual structures to reinforce timetables/schedules
- specific interventions regarding social communication, recognition of emotions, rules of interaction etc
Often young people with social communication difficulties experience anxiety and find social interactions difficult or avoid them altogether. Please refer to the Social, Emotional and Mental Health section for more details of support in this area.
The outcomes on the individual support plan needs to be reviewed regularly, and the support plan needs to be refined in line with the progress that is being made. Requests for support from outside agencies may be needed. Please refer to the Referral Pathways section for more details.