Communication strategies for supporting learners with Additional Support Needs

Creating an inclusive classroom for learners with Additional Support Needs (ASN) involves more than just assistive technology; it’s about fostering strong communication strategies that help students thrive.

To explore this further, we had the opportunity to interview Joanna Courtney, Specialist Speech and Language Therapist at CALL Scotland, as we look forward to the Additional Support Needs (ASN) Scotland Conference.

What strategies do you recommend for supporting learners with communication needs in a classroom setting? 

There are a range of strategies that can help support learners with communication support needs in the classroom. Using visual supports like symbol software ensures an inclusive learning environment by providing symbolised representations of words or concepts. Using visuals helps with comprehension, expressive communication, understanding the school environment, and also independence skills. Early use of symbol-supported resources also helps introduce learners to Augmentative and Alternative Communication (AAC), which can be modelled and used by staff, leading to improved expressive language and personalised systems for some individual learners. 

Using signing along with speech, such as Makaton or Signalong, and being a good communication partner—e.g., maintaining eye contact, simplifying your language, speaking slowly, asking one question at a time, stressing important points, and using repetition—are also key to supporting learners with communication support needs. We have a range of symbol resources available to help people get started on our Symbols for All website. 

 You can learn more about AAC and access free AAC modules here. 

How can speech and language therapy be integrated into daily classroom activities to support learners with ASN? 

Liaising with your local Speech and Language Therapist for advice on individual learners would be a good place to start. More generally, using appropriate visuals, symbols, and signing along with classroom activities would be advised. Also, having access to simple communication technology to try out with learners is beneficial. At CALL Scotland, we have a loan bank of assistive technology and simple communication technology that can be borrowed for up to two months to try with learners in Scotland. 

We work with the Scottish Book Trust to create accessible digital versions of the ‘Bookbug’ books, gifted to every Primary 1 (5-year-old) child in Scotland each year. We also create a range of printable and digital symbolised resources to accompany the books. These resources can be used as ‘low-tech’ or as overlays in simple communication devices and on iPads. The symbol resources are freely available for anyone to download and use with hard copies of the books.  

Teachers in Scotland can download the digital versions from our Books for All database.  

What are the most common communication challenges faced by learners with ASN, and how can educators address them? 

In my experience, comprehension difficulties, social communication difficulties, and expressive language delay are the most common communication challenges for learners with ASN. Again, using visuals with instructions and directions around school, simple clear instructions for tasks, minimising noise and distractions, and following the principles of Universal Design for Learning are good ways to address these challenges. Universal Design for Learning (UDL) provides a growing emphasis on designing educational resources and environments that are accessible to all learners. 

How do you collaborate with other educators and specialists to create a comprehensive support plan for students with ASN? 

 At CALL Scotland, we ask for information from other professionals supporting the learner, along with their referral form. We arrange to meet the local Speech and Language Therapist (or other AHPs) on the assessment visit and liaise with them before and afterwards. We always involve the parents too and invite them to come in and talk with us at the end of the day. We also involve them in any appropriate follow-up training. 

We use the SETT framework, created by Joy Zabala, as the basis of our assessment and support. This involves looking at the ‘Student,’ ‘Environment,’ ‘Tasks,’ and ‘Tools’ in the context of the learner and is a collaborative decision-making approach to identifying appropriate supports and strategies. Once we have decided on assistive and/or communication technology to trial, we create an Action Plan that is agreed upon and shared with key professionals in the Team Around the Child, and we provide training and ongoing support over the trial period. This is then reviewed, and next steps are decided upon in terms of purchase or looking at alternative options at the end of the trial. 

What role does technology play in enhancing communication for learners with ASN, and what tools have you found most effective? 

Technology is a key tool when it comes to enhancing communication for learners with ASN. There are a range of communication apps for iPads available, as well as communication software for Windows devices and for learners who have physical access difficulties, such as eye gaze access. You can find out more on our AAC Scotland website, which also hosts our free AAC learning modules.  

Our App Wheel for Complex Communication Support Needs is one of our most popular downloadable resources and highlights AAC apps that could be useful to explore for individual learners:    

Many AAC devices now have Scottish voices available for both children and adults, which makes a big difference in ensuring that learners with communication difficulties feel that their identity is represented when using the device. You can find out more about Scottish computer voices on the Scottish Voice website.  

We are looking forward to further exploring these topics at our Additional Support Needs (ASN) Scotland Conference. Join us to find out how to enhance communication for learners with ASN, and the most effective tools.