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Speech, Language and Communication: Universal and targeted approach
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Authors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research project was conducted in an alternative provision secondary school to address the needs of students with speech, language, and communication needs (SLCN). Recognising the high prevalence of SLCN in the setting, the study aimed to implement a whole-school universal approach, supported by a targeted referral pathway for more complex needs.
Aims: The primary aim of this action research is to develop and evaluate a structured approach to support students with SLCN. This involves refining a research question through iterative cycles of planning and review, ultimately leading to improved strategies and processes in the school environment for both staff and students with SLCN.
Methods: The research employs an action research cycle methodology, which includes continuous cycles of planning, implementation, and review. Ethical consent has been obtained to ensure anonymity for participant data. Staff training and questionnaires were utilised to assess confidence levels in SLCN strategies, gather training needs, and evaluate the perceived effectiveness of training initiatives.
Findings: Staff confidence in identifying and supporting SLCN improved, with 86% attending training and 70% reporting confidence in planning for SLCN. However, inconsistencies in practice and a lack of resources remained challenges. Staff valued practical training and requested more targeted support, especially for teaching assistants. The introduction of learning maps, a referral pathway, and a whole-school checklist helped embed consistent strategies.
Implications: The findings suggest that a consistent whole-school approach, including effective resource sharing and dedicated support for SLCN, may enhance the educational experience for these students. The study also highlights the importance of ongoing training for staff and the need for strategies that promote a vocabulary-rich environment. Other educators may consider similar structured frameworks to address SLCN in their contexts while remaining cognizant of the unique challenges presented in identifying and supporting these needs
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), alternative provision, speech-language and communication needs, whole school approach, referral pathway