Understanding Speech and Language Needs
Speech and language difficulties affect children in different ways. Some may have clear speech but struggle to understand or use language. Others may have excellent language skills but unclear speech. Many children experience difficulties in multiple areas.
The term SLCN (Speech, Language and Communication Needs) is used as the broad umbrella in UK education. Within this, some children may have a specific diagnosis such as Developmental Language Disorder (DLD), defined by the CATALISE consortium (2017) as persistent difficulties with language that are not associated with a known condition such as autism, hearing loss or brain injury.
Receptive Language Difficulties
Receptive language refers to the ability to understand spoken language. Children with receptive language difficulties may struggle with:
- Understanding vocabulary, particularly abstract or subject-specific words
- Following spoken instructions, especially when these involve multiple steps
- Understanding complex sentence structures or grammatical forms (e.g., passive voice, conditional sentences)
- Processing what has been said when information is presented quickly or in noisy environments
- Understanding the meaning behind words, such as sarcasm, figurative language, or implied meaning
- Keeping up with classroom discussions or following the thread of a story
- Understanding questions, particularly 'why' and 'how' questions
Children with receptive language difficulties often develop strategies to mask their confusion, such as watching what other children do and copying them. This can mean their needs go unnoticed. They may appear inattentive or non-compliant when in fact they have not understood.
Expressive Language Difficulties
Expressive language refers to the ability to use spoken language to communicate thoughts and ideas. Children with expressive language difficulties may struggle with:
- Finding the right words to express what they want to say (word-finding difficulties)
- Using correct grammar, such as verb tenses, pronouns or plurals
- Forming sentences that are grammatically correct and make sense
- Organising their thoughts into a logical sequence when speaking
- Retelling events or stories in the correct order
- Using language to explain, describe, or give reasons
- Answering open-ended questions or contributing to discussions
Children with expressive language difficulties often know what they want to say but cannot find the words to say it. This can lead to frustration, avoidance of speaking, or behavioural difficulties.
Pragmatic Language Difficulties
Pragmatic language, also known as social communication, refers to how we use language in social contexts. Children with pragmatic language difficulties may struggle with:
- Understanding and using appropriate greetings and polite forms
- Taking turns in conversation or knowing when to speak and when to listen
- Staying on topic during conversations
- Adjusting their language for different audiences (e.g., speaking differently to a teacher than to a friend)
- Understanding and using non-verbal communication such as facial expressions, gesture and body language
- Recognising when a listener has not understood or has lost interest
- Understanding the 'hidden rules' of conversation and social interaction
Pragmatic language difficulties are common in autistic children, but can also occur in children with DLD or as a specific area of need.
Speech Sound Difficulties
Some children have difficulty producing speech sounds clearly. This may be due to:
- Articulation difficulties (physical difficulty making certain sounds)
- Phonological difficulties (patterns of sound errors, such as substituting sounds)
- Childhood Apraxia of Speech (difficulty planning and coordinating the movements needed for speech)
- Stammering or fluency difficulties (repeating, prolonging or blocking on sounds or words)
Unclear speech can affect confidence and social relationships, particularly if children are frequently asked to repeat themselves or are teased by peers.
Developmental Language Disorder (DLD)
DLD is a specific diagnosis for children who have persistent difficulties with understanding or using language, where these difficulties are not associated with another condition. DLD affects around 7% of children and is more common than autism.
Children with DLD may have difficulties with receptive language, expressive language, or both. Their language difficulties persist into adolescence and adulthood, and have a significant impact on education, social relationships and emotional wellbeing. Early identification and support are crucial.
Many children with DLD are not identified until later in primary school, when language demands increase. Teachers play a vital role in recognising the signs and referring children for assessment.