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3. Dual coding and body language Dual coding is the act of combining something verbal with something visual, which can do much help with understanding. If you say, ‘ Put your book there ’, make that instruction clearer still through your use of body language. Point to the place youmean – it’s a gesture that will reinforce your verbal instruction, and vice versa. 4. Pronouns and prepositions Be very aware of these two word types and how you deploy them. If, for example, you say, ‘ Put it there ,’ how sure are you that the students know what ‘ it ’ is, and what youmean by ‘ there ’? Use nouns, not pronouns, and be as precise as possible when specifying time and space. In place of, ‘ We’ll take it and lay it on top, ’ we can instead say, ‘ Take the ruler. Lay it horizontally along the x axis on the graph. ’ 5. Direct versus questions I’mnot sure that overburdening children with questions and choices is particularly helpful – at least, not all the time. I’m all for agency, but don’t use questions when they’re not needed. Not least because the syntax of how questions are formulated in English can often be tricky. Instead of, ‘ Would you like to get the netballs out? ’ say, ‘ Jordan, get the netballs out. ’ Don’t say, ‘ Right then – if we’re all ready, shall we take ourselves over there? ’ Remove the question: ‘ We’re going over there now. ’ Less ‘doing to’ and more ‘doing with’ Effective communication within school settings builds good rapport and positive relationships between pupils and staff, and is particularly important for pupils with SEND. Use of appropriate language and verbal strategies will help to build the foundations for staff understanding pupils with SEND both holistically, and as individuals – their strengths, differences and support needs. The pupil at the centre of the Assess / Plan / Do review process is the cornerstone of the SEND Code of Practice.When co-designing plans of support, effective communication is essential for ensuring that these are suitably personalised, whilst also enabling self-advocacy. Learning is also made more effective when meaning is co-constructed; when the teacher communicates in a way the pupil understands, and the pupil can reliably provide feedback on what they have or haven’t understood. Effective communication can facilitate that vital shift from ‘doing to’ to ‘doing with ’. Inclusive principles The term ‘Pupils with SEND’ can encompass a wide range of needs, including pupils diagnosed with autism, ADHD, speech and language difficulties or physical disabilities, as well as pupils not yet diagnosed. Consequently, there may be a number of barriers to effective communication that might benefit from the application of inclusive principles, such as those that we would advocate at the Autism Education Trust: Focus on the Individual • Understand, respect and use the pupil’s preferred methods of communication – whether they be verbal, visual or involving the use of augmented alternative communication devices • Be mindful of a pupil’s information processing, social communication and sensory differences, particularly in terms of volume and preferences around personal space Develop positive relationships Ensure that all staff... • Listen to, respect and value what pupils tell them • Are open, honest and genuine in their interactions with pupils, since trust is vital for keeping channels of communication open with SEND pupils, who may already feel disengaged or disillusioned • Use inclusive language • Encourage Peer Support and develop inclusive group activities to support social communication • Support group work and/or offer alternative methods of communication for those students who may find working in a group challenging, or even impossible • Seek support from external professionals, such as speech and language therapists or sensory advisory teams Create enabling environments • Develop a culture where pupil voice is valued and pupils are able to contribute equally • Keep all verbal communication easy to understand, while avoiding idioms, abstract phrases and sarcasm • Allow for extra processing time, and avoid cold calling where this is likely to cause pupils distress or anxiety • Use gestures, facial expressions and visual cues, though be aware that some pupils – such as those who are autistic – may not interpret these easily • Upskill staff on use of assistive technologies, such as speech generation devices Learning and development • Ensure staff receive up-to- date training on how to facilitate effective communication with all pupils, including those with SEND Julie Gibson is Head of Content and Product Development at the Autism Education Trust; for more information, visit autismeducationtrust.org.uk 46 teachwire.net/secondary