Developmental Considerations

Just as children with intellectual and developmental difficulties vary in their ability to communicate, do school work and socialize so must the strategies that are used at home, at school and in the community.

• Remember that background noises such as television, radio, conversations, etc., can increase difficulty in communication.
• Assume a face-to-face position (expressions provide information too) and keep good eye contact with the child.
• Deal with one issue at a time. Keep to the topic and note other “issues for further discussion at a later time. Make a clear break between topics. If possible, do not attempt more than one (or at most two) topics in one session.
• Do not attempt anything more than the bare minimum of communication if the child is tired, ill, or distracted.
• Do not interrupt, or permit interruption, unless absolutely necessary. Conversations wander badly with interruptions. Try to have some visual cues for the topic— a calendar to talk about appointments, illustrations or simple diagrams to provide information, making written lists, or even “stick figure” drawings can enhance both receptive and expressive language.
• Use gestures and encourage the child to use gestures to help get a point across.

When you are doing the talking

• Speak slowly—not loudly, just slowly. Remember that speech sounds at least twice as fast to a person listening as it does to the person speaking.
• Speak in short phrases and pause briefly between each phrase. Remember that a child needs a little more time to take in what is being said.
• If the child is able, ask for a paraphrase of what has been said. Remember that verbal repetition does not always signify understanding.
• Try to make a brief summary statement at the end of the message.
• A discussion is often opened with “Tell me about …”. When children have language problems, this open-ended approach can be very confusing, even intimidating, and the result is little or no information. More specific questions are usually much more effective in these situations. They are also often necessary to help the child “fill in the gaps” in the story.
• Keep vocabulary straightforward and direct. It is very easy to slip into jargon, and the child may not only fail to understand but may also not want to admit that he/she has not understood.

When you are listening

• Look like an interested listener. Children who have language problems usually rely quite heavily on non-verbal cues. Facial expression may give more feedback than verbal information.
• Watch for visual cues such as facial expression, visual focus, gestures, etc., from the child.
• Before responding, repeat or paraphrase what the child has said to confirm understanding of what he/she had in mind. If the information is not understood, ask for clarification in a manner that does not assign blame. “I’m sorry, I didn’t understand” can open the door to much better communication.
• If the child is obviously searching for a word, help out. Offering a multiple choice, asking for a gestural demonstration, etc., will help keep him/her on topic.
• Remember that it is the child who has the difficulties, so the responsibility lies with others to understand and make themselves clear. Others must accommodate because he/she cannot.

• Differentiate instruction and assessment practices.
• Understand and use the student’s assessment findings as provided in the assessment report.
• Provide supports and ACCOMMODATIONS that are tailored to suit the student’s current needs.
• Consider assistive technologies. These technologies help to remediate (i.e., build skills) and work around areas of need.
• Teach compensatory strategies to address difficulties (e.g., for short-term memory difficulties use rehearsal, chunking information, and mnemonic devices)
• Teach students to use self-talk to help stay focused.
• Slow down the pace of instruction.

• Assist teachers in finding supportive consultation as needed.
• Maintain current knowledge of available community resources.
• Ensure solid transition planning between grades and
• provide opportunities for teachers, families, and community partners to share knowledge/information about what works for the child.
• Support training opportunities for teachers and other staff.
• Use the family as an information resource and ensure that there is active and positive communication between family and school.

• Provide information about the child, including what motivates him/her, what communication tools enhance his/her learning, etc.
• Help with transition planning and building consistency for the child in home and school expectations.
• Be a supportive advocate for the child.
• Consider use of community supports and participating in parent support groups.

• Provide supportive consultation, resources, and referrals to other services if needed.
• Make sure that schools and families are aware of special programs or supports available for children.
• Work collaboratively with other community services to provide a “big picture” support system.
• Engage in ongoing joint training initiatives.