Provide additional support, differentiation and scaffolding of tasks, and regular check ins in class, which may require individualised planning for much of the day or 1:1 support for specific tasks.

Embrace a total communication approach – accept all communication modalities. This may include Additional and Augmented Communication (AAC) systems. Such as PECS (Picture Exchange Communication System)  an alternative augmentative communication system in which simple picture cards are used to communicate simple needs initially, but then work towards more complex sentence structures, signing, or high-tech communication systems and software (such as Proloquo2Go). Other AAC which may be used include direct access boards and use of PODD books (Pragmatic, Organisation Dynamic Display) to support sentence structure using a visuals.

Ensure a multi-agency assessment to identify persistent and complex needs by seeking advice from external services such as the Inclusion Service,  Bury’s Speech and Language Therapy Service  , Educational Psychology Service, CAMHS, to tailor programmes and activities.

School staff to deliver and support individualised targeted interventions, based on support and guidance from external services (some may require training or guidance from a Speech and Language Therapist).

Black Sheep and ELKLAN provide resources for teachers and speech and language therapists working with young people with Developmental Language Disorder (DLD) and speech, language & communication needs (SLCN).