When we talk about supporting children with Special Educational Needs and Disabilities (SEND), one of the most powerful areas we can focus on is communication. Communication is how children share their ideas, make choices, and connect with others. For some, this will mean spoken words. For others, it may be gestures, eye gaze, sign, symbols, or technology. All of these are equally valid and meaningful.
When we support children’s communication in the early years, especially those with Special Educational Needs and Disabilities (SEND), we are not just teaching words. We are laying the foundation for belonging, participation, and wellbeing.
Why communication matters in early years SEND
The early years are a time of rapid development. Brains are building connections at an extraordinary pace, and early interactions form the building blocks for later learning, relationships, and independence.
For children with SEND, communication may not follow a “typical” path. They may need more time to process, use alternative ways to express themselves, or find certain environments overwhelming. Too often, these differences are misunderstood. For example, when a child becomes frustrated, what looks like “challenging behaviour” is often a clear message: I am trying to communicate.
Our role is not to “fix” children or make them conform to one way of communicating. It is to ensure they are understood and valued, so their unique voices can be heard.
The role of adult social care professionals
Speech and language therapists bring specialist expertise, but communication support happens most powerfully in everyday interactions with the adults closest to children. That is why adult social care professionals, early years practitioners, and carers play such a crucial role.
By tuning into how children communicate, you can:
- Notice and value differences early - recognising communication in all its forms, not just spoken words.
- Shape supportive environments - reducing sensory demands, using visuals, and adapting routines so children feel safe to express themselves.
- Model inclusive strategies - showing families and colleagues how to respond in ways that build confidence and connection.
- Advocate for children’s voices - ensuring their communication styles are respected and their needs represented in planning.
When adults respond thoughtfully, children quickly learn that what they have to say matters.
Understanding communication diversity
Communication looks different for every child. Some may:
- Use speech that is not yet clear but still carries meaning.
- Need extra time to process language before responding.
- Communicate through echolalia (repeating words or phrases), which can be a powerful way of learning and expressing.
- Prefer non-verbal methods such as sign, picture systems, or assistive technology.
- Approach conversation in a way that feels less typical - for example, not using eye contact or turn-taking in the same way as their peers.
All of these are valid. When adults recognise and respond to these differences, children feel respected and empowered.
Practical ways to support communication
Supporting communication does not require specialist equipment or extra time. It is about being intentional in everyday interactions. Here are some simple, universal strategies:
Slow down and give time
Children may need longer to process. Pausing and waiting with interest shows you are listening and gives them space to respond.
Use clear, supportive language
Shorter sentences, familiar words, and a calm tone make language more accessible. Adding gestures, visuals, or objects helps understanding.
Build communication-rich environments
Visual timetables, choice boards, and turn-taking routines give children confidence and predictability.
Tune in to the child’s style
A look, a movement, or a repeated phrase can all be communication. Responding to these messages teaches children that their voices are valued.
Partner with families
Parents and carers are children’s first and most important communication partners. When they feel confident using simple strategies at home, the impact is multiplied.
Everyday opportunities for building communication
The most powerful communication support happens in small, everyday moments:
- Snack time - offering choices builds vocabulary and independence.
- Playtime - simple turn-taking games strengthen connection and anticipation.
- Story time - pausing for a child to point or join in makes books interactive.
- Transitions - visuals or objects of reference reduce anxiety and support understanding.
These opportunities do not require extra time - just awareness and responsiveness.
Inclusion at the heart
Inclusion is about ensuring every child can participate fully in life. Communication is central to this. When children feel heard and understood, they are more likely to join in, make friends, and develop independence.
True inclusion means adapting environments to meet children’s needs, not expecting children to adapt to environments that don’t yet fit them. It also means celebrating the full range of communication styles, whether through speech, sign, symbol, or technology.
Challenges and opportunities
We know that supporting communication in SEND can feel challenging. Time pressures, staff shortages, and waiting lists for specialist services can make it harder to give communication the focus it deserves. Families, too, can feel unsure about what to do while they wait for advice.
Yet there are real opportunities. Growing awareness of neurodiversity is helping us all reframe communication differences as part of natural human variation. More professionals are celebrating strengths and valuing different ways of connecting. Conferences such as the SEND in Early Years Conference are shining a light on the importance of communication and bringing people together to share ideas and strategies.
Looking ahead
As the SEND in Early Years Conference approaches this September, we are encouraged to see communication placed at the centre of the discussion. Supporting children’s communication is not about words alone - it is about wellbeing, identity, and belonging.
For adult social care professionals, the key message is this: you do not have to be a specialist to make a difference. Every pause, every gesture, every moment of tuning in tells a child that their voice is important.
Every child has a voice. Our role is to listen, respond, and create spaces where that voice can shine.
Elklan Training for Practitioners, Parents and Whole Schools