Supporting Communication for Children with Additional Needs: Evidence Based Methods for Educational Professionals

SSS Learning 7 min read
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Children with additional needs, particularly those who are non-verbal, minimally verbal or who have poor expressive language, face significant barriers in everyday communication.

These barriers affect not only learning but also wellbeing, relationships and behaviour. Research repeatedly confirms that communication difficulties are strongly associated with reduced participation in school life and increased safeguarding vulnerability and social isolation.

Using effective techniques and resources is essential in safeguarding and breaking down communication barriers, so in this article we explore the most widely researched communication approaches and how they support children and the educational staff working with them.

Augmentative and Alternative Communication (AAC)

AAC encompasses low-tech tools, such as symbol boards, objects of reference and communication books, alongside high-tech supports like speech-generating devices and eye-gaze systems. Research by the Royal College of Speech and Language Therapists (RCSLT) summarises that AAC enables children without reliable spoken language to engage meaningfully. A systematic review of Augmentative and Alternative Communication (AAC) interventions also found they consistently improved expressive communication, social interaction and engagement for children with complex communication needs. Crucially, the evidence shows that communication does not depend solely on speech. When children are provided with alternative pathways, such as symbols, signs, devices, gesture systems, their capacity to express themselves increases dramatically.

In educational settings, AAC helps children request, refuse, make choices and share feelings. It supports inclusion, enabling children to participate in lessons and group tasks. Staff can also use AAC to scaffold emotional regulation.

Practical application

Creating a Communication Passport

Summarise how the child expresses yes/no, pain or worry, their preferred AAC methods, key symbols (e.g., help, stop, worried), and any sensory or environmental needs. Share it with all staff and review regularly.

Ensuring AAC is available all day

Consistency is essential. AAC should be accessible during lessons, transitions, playtimes, wellbeing check-ins and safeguarding conversations.

Modelling AAC

Again, staff should use aided language stimulation methods consistently throughout the day. Staff should point to symbols or use the child’s device while talking to build understanding and expressive skills.

Training all staff

All teachers, TAs, lunchtime staff and pastoral teams should know how each child’s AAC system works so effective communication doesn’t depend on one single adult.

Picture Exchange Communication System (PECS)

The Picture Exchange Communication System (PECS) is a well-established, evidence-based communication approach widely used across UK early years and school settings, particularly with autistic children. Research, including meta-analyses by Flippin et al. (2010) Effectiveness of the Picture Exchange Communication System (PECS) and Ganz (2012) Meta-analysis of PECS with individuals with ASD, indicates that PECS results in significant improvements in functional communication, particularly in children’s ability to initiate requests and make choices, even if it does not lead to a substantial increase in spoken language.

In educational settings, PECS provide a clear, structured method for children to communicate their needs and choices. This help reduce anxiety, by giving pupils a predictable way to request items, activities or breaks. They are also a key tool in supporting independence and participation in everyday routines.

Practical application

  • The use of symbols for the expression of emotions, pain, discomfort, help, and other safeguarding-relevant vocabulary.
  • Using visual sequences (first/then, task steps) to support transitions and routines.
  • Maintaining consistency by using consistent symbols across school, home and therapy, which avoids confusion and misinterpretation.

Sign-Supported Communication (Makaton, Key Word Signing, BSL)

Makaton and Key Word Signing (KWS) are communication approaches which combine spoken language with simple manual signs and supporting symbols. They are widely used across UK early years, mainstream and specialist settings to support understanding and expressive communication.

A recent 2024 UK classroom study found that Key Word Signing improved engagement and communication for children with Down syndrome in mainstream lessons.

Additionally, Larkin reported consensus within UK clinical practice that Makaton effectively supports communication, social interaction and inclusion for children and young people with a range of developmental needs.

In educational settings, sign-supported communication tools are essential to:

  • Reinforce spoken instructions, reduce verbal demand and support pupils who may struggle with auditory processing.
  • Give children a quick, accessible way to express needs, emotions and boundaries.

For some pupils, particularly those children using British Sign Language (BSL), signing may be their primary or most comfortable language, making it an essential process for inclusion and safeguarding.

Practical application

  • Establishing a core whole-school signed vocabulary for daily routines ‘e.g. listen’, ‘stop’, ‘finished’; and wellbeing e.g. ‘sad’, ‘worried’, ‘angry’.
  • Adding signs or symbols to visual timetables, behaviour prompts and safeguarding posters. This enables children to identify safe adults and communicate any concerns.
  • Encouraging the consistent use of signs across all staff, including TAs, lunchtime supervisors and pastoral teams, to ensure continuity and reduce reliance on a single adult.

Visual Supports, Timetables and Routines

Visual supports are tools which make communication more concrete and predictable. They include objects of reference, photos, symbols, visual timetables, task strips, now/next boards, and emotion scales. These approaches are widely recommended across UK settings by the Autism Education Trust, National Autistic Society and UK Speech and Language Therapy services.

Research shows that when communication partners use structured visual supports, children with complex communication needs demonstrate improved understanding, engagement and independence.

These support tools are invaluable in educational settings as:

  • Visual supports help children understand routines and expectations, which helps to reduce anxiety and behaviour driven by uncertainty.
  • Emotion scales provide children with an accessible way to communicate feelings when spoken language is difficult.
  • Visual rules and cues create predictable, safe environments, supporting inclusion and reducing vulnerability.

Practical application

  • Each child should be provided with an individualised visual timetable, adapted for their developmental level and communication style.
  • Photos of safe adults should be included e.g. DSL, class teacher, key worker; so children know who they can approach for help.
  • Step-by-step visual routines should be used to support transitions such as arriving at school, toileting, lining up or moving between activities.
  • Emotion check-ins should be incorporated daily using symbols or colour scales at key points in the day.

Social Stories™ and Narrative Supports

Social Stories™ are short, personalised narratives, usually supported with photos, symbols or simple illustrations, which help children understand social situations, routines or expectations in a calm, concrete and reassuring way. They are widely used across UK schools, particularly for autistic pupils, and recommended by the Autism Education Trust (AET) and many NHS Speech and Language Therapy services.

Research, including the review by Kokina & Kern (2010 Social Story interventions for students with autism spectrum disorders: a meta-analysis - PubMed), shows that Social Stories™ can improve children’s behaviour, emotional regulation and social understanding, especially when combined with visual supports.

Practical application includes:

  • Using Social Stories™ to prepare children for upcoming or potentially stressful experiences, such as school trips, meeting new staff, medical appointments or changes to routine.
  • Creating child-friendly stories that explain safeguarding processes, for example, "Who I can talk to if I'm worried" or "What will happen when I meet the social worker".
  • Co-creating stories with the child, using their preferred photos, symbols or vocabulary, to help them understand and feel ownership over the information.
  • Revisiting stories regularly and sharing them with parents and carers. This ensures that the child receives consistent messages and support across all settings.

Interaction-Based Approaches: Intensive Interaction & the ‘Double Empathy’ Perspective

Intensive Interaction is a child-led communication approach developed in the UK by Nind & Hewett, widely used in specialist settings to support pupils who are non-verbal or have severe and profound learning difficulties.

Instead of expecting the child to adapt to adult communication, practitioners join the child’s world, mirroring their movements, sounds, rhythms and interests to build shared attention and emotional connection.

This approach aligns with the ‘double empathy problem’ which proposes that communication breakdowns between autistic and non-autistic people arise from mutual differences in communication styles, not deficits within the autistic person. Therefore, Interaction-based work aims to bridge this gap by attuning to the child’s communication style rather than trying to correct it.

Practice and research show that Intensive Interaction can improve:

  • shared attention
  • emotional safety
  • engagement and connection
  • understanding of the child's communicative cues
  • overall wellbeing

Practical application

  • Setting aside regular low-demand interaction time where the focus is on connecting with the child, not the completion of tasks.
  • Following the child’s lead, copying their sounds, actions or rhythms to create shared moments of enjoyment and communication.
  • Observing and documenting the child’s unique communication cues, such as gestures, vocalisations or facial expressions, and sharing these with colleagues to support consistency.
  • Using interaction sessions to build trust and emotional safety, especially for children who find traditional communication approaches overwhelming.
  • Incorporating Intensive Interaction principles across the day, including during play, transitions and calm-down periods, to strengthen relationships and understanding.

The evidence is clear: AAC, signing, visual supports and interaction-based approaches are highly effective in strengthening communication, reducing anxiety and promoting meaningful inclusion for children with complex needs. In education settings, these methods are far more than classroom strategies; they are essential tools that enable children to express themselves, share their views, participate fully in school life and build trusting, emotionally secure relationships with adults. Embedding these approaches across the school day is therefore central to both high-quality teaching and robust safeguarding practice.

SSS Learning

2 December 2025