5th May 2026 • My Family Our Needs

In the second part of this ‘How to’ blog, Consultant SALTs and Directors of London Speech Therapy, Emily Kirchin and Máiréad Skinner move into practical next steps. Exploring classroom strategies, communication tools like AAC, and how to raise concerns or review provision, this section helps parents turn understanding into confident action.

Read Part 1 here!

What support and strategies might be used in the classroom?

Support isn’t always about one-to-one therapy. Often, it’s about creating an environment where communication is supported throughout the day.

Máiréad: “We structure our support at a universal level, focussing on whole-classroom strategies to create communication-friendly environments. This might include reviewing seating arrangements, sensory adaptions, and what benefits all children.

“We look at reducing visual and sensory overload in the classroom, for example, limiting distractions at the front of the classroom and seating children where they can better focus without noise and movement.

“We also support rhythm and routine, using tools such as visual timetables, lists and structured daily approaches day. Training can be delivered through sessions or in-the-moment support, offering practical, tailored strategies.

“Simple tools like fidget items or sensory supports can also be introduced to help children regulate throughout the day.”

Emily: “It might include simple tools like staff using lanyards with visuals, so a child can quickly communicate needs, such as asking to go to the toilet.”

Máiréad: “Emotional regulation tools can be used, for example charts in the classroom or on a child’s desk, like a thermometer showing levels from calm to overwhelmed. Many schools use approaches like ‘Zones of Regulation’ to help children understand and manage their feelings and what zone they’re in. Introducing this as a whole-school strategy can avoid children feeling singled out. That’s universal support.

“Beyond that, there’s targeted support, with small group work and staff-led interventions, and specialist support which includes one-on-one therapy.

“While some EHCPs might specify termly input, it’s important to consider how effective this is without consistent, day-to-day support in place.”

Emily: “Support can vary a lot. Some children may receive an hour a week, where direct therapy can make a real impact. More often, it might be just a few visits a term, where time is spent reviewing targets rather than delivering ongoing therapy, which is why consistent day-to-day support in school is so important.

“Things have also improved over time. There’s now much greater awareness of communication and emotions needs, with approaches such as ‘Zones of Regulation’ used even in nurseries. Classrooms are becoming more sensory-aware and communication-friendly, meaning staff are more aligned and better equipped to support children.”

What is AAC and does it always mean using technology?

AAC can sound complex, but it’s often already part of how we all communicate every day.

Máiréad: “AAC is specifically about communication and ranges from low tech to high tech. We all use AAC in everyday life, like gestures, writing, or drawing, and this helps families understand it’s about total communication.

“Alongside high-tech devices, children may use gestures, signs (like Makaton), pictures or other non-verbal communication. These are just as important, especially when technology isn’t available. Assessment looks at how a child already communicates, for example, pointing or leading someone, and builds from there.

“There are many apps and devices, but the key is presuming competence and giving access to rich language, not limiting children to a few symbols. It’s also important that adults model AAC themselves so it becomes a shared, two-way method of communication.”

Emily: “If visuals are only introduced during moments of distress, they can feel like an added demand and children may become averse to them. Instead, they should be used consistently throughout the day as part of natural communication.

“It’s essential that communication tools are always accessible, not left in a school bag, and used consistently across home and school. When adults understand and model their use, it supports true two-way communication and better progress.”

Máiréad: “This is something we often see – a child’s communication device being left in their school bag all day. If strategies aren’t being used consistently, it can lead to a lack of progress.

“It’s rarely intentional, but it highlights how important it is for schools to understand that these tools need to be available and used throughout the day to be effective.”

What can parents do if support isn’t working as expected?

It can feel difficult to raise concerns, but understanding how to approach these conversations can help keep things constructive and focused on your child.

Emily: “Start by raising your concerns with the SENDCO and arrange a meeting. Approach it collaboratively, remembering that everyone is working towards the same goal – supporting your child to thrive.

“Share what you’ve noticed, including what’s going well and what may need some improvement, such as lack of progress towards or increased dysregulated. Ask open questions about how support is being implemented and why it may not be having the desired impact

“Keeping the conversation calm and constructive can help build understanding, with the option to escalate if needed later on.”

How can parents raise concerns without it becoming a conflict and when should things be escalated?

Advocating for your child can feel emotional, especially when things aren’t going as expected. Having a clear approach can make these conversations more productive.

Máiréad: “It can feel really difficult for parents, but keeping the focus on your child can help prevent things becoming confrontational. Most often, there’s some sort of communication breakdown or a difference in your understanding. Start by acknowledging that everyone is doing their best, while still advocating clearly for your child’s needs.

“Come prepared with evidence from home – what’s working, what you’ve noticed, and where you’d like to see better carry over in school. Using phrases like, ‘I noticed’, can help you feel calm and grounded. Have some phrases and words written down that you can fall back on if you’re feeling overwhelmed. This can feel less confrontational and open up more constructive conversations

“Focus on working together: ‘How can we work together? How will I know when this has been achieved? How will I know when we’re moving towards that?’ Aim to leave with clear, shared next steps. It can also help to summarise at the end of the meeting to make sure everyone has the same understanding.

“If needed, involve other professionals like a SALT, OT, educational psychologist, or caseworker. Lean on people who can support you and guide these conversations.”

Emily: “It may also be appropriate to escalate and sometimes schools will support this. If provision in the EHCP isn’t being delivered, that is the responsibility of the local authority, so raising it with your caseworker can be the right step.

“For example, you might highlight if your child hasn’t received the level of support outlined. In some cases, schools are on your side, but limited in what they can provide, so escalation can help move things forward.

“Keeping that shared understand that everyone is working towards to same goal, despite pressures, can maintain a collaborative approach.”

When might a different school or setting be the right option?

For some families, there may come a point where a child’s needs are no longer being fully met in their current setting. Understanding the options available can help guide next steps.

Emily: “There might be times where a mainstream school can’t meet a child’s needs, even with support. While local schools have lots of benefits, a team decision may be made that a different setting is more appropriate.

“If a child has an EHCP, parents can request a specific school, including specialist provision, that you want your child to attend. If there’s space and it can meet the child’s needs, it should be considered. This is usually discussed as part of the annual review process.

“It’s also important for parents to build their understanding of the system and explore options. Visiting schools, including specialist settings or resource bases within mainstream schools, can help you decide what might best meet your child’s needs. It’s about finding the right fit for your child and your family.”

Máiréad: “When a school isn’t able to meet a child’s needs, it’s important to look at the risks of that continuing. Schools are often already aware and may feel they’re doing their best within a busy mainstream environment.

“SALTs can help identify and evidence these risks which can translate clearly in annual reviews or when escalating concerns. These might include longer-term impacts on self-confidence, independence, peer relationships, and overall wellbeing, especially if sensory and emotional needs aren’t being met.

“Understanding and clearly communicating these risks can help parents advocate more effectively and ensure the right support or setting is considered.”

Are there additional groups or support sessions that can help children build skills?

Beyond classroom strategies, some schools offer additional sessions or interventions to support communication and social development.

Máiréad: “In mainstream schools, support can often be through pull-out sessions, which are useful for skill set building like reading or language. However, whether this is enough to meet needs depends on the child.

“Schools may offer group interventions, like Lego Club, and staff training to support social communication. The question is whether there’s enough time, resources, and consistency to ensure skills carry over into day-to-day classroom life. In some schools, this is embedded into the ethos and daily practice, but in others, it’s still developing, meaning there can be a need for greater awareness and training.”

Emily: “Recent SEND proposals are recognising that more young people are neurodivergent, with plans for more provision in secondary schools. This could include spaces where students can take time out, learn a skill, or join group sessions with other children who maybe have similar needs. While it’s yet to be fully implemented, this could have a big impact on lots of young people.”

How can parents encourage more inclusive and affirming language in schools?

Language shapes how children see themselves and others. Small shifts in how we talk can have a big impact over time.

Emily: “It starts with modelling positive, affirming language, talking about differences rather than deficits, and using terms like neurotypical and neurodiverse in an inclusive way.

“Lead with strengths and skills, while recognising areas of difference. Gently challenge language which is outdated by modelling the language that we would want to hear and, where needed, offer small moments of education.

“Listening to neurodivergent voices is key in shaping how we talk about and understand different ways of thinking. While things are getting better, it’s still an ongoing shift.”

Máiréad: “It’s about education, not blaming people for not knowing the right terminology, recognising that language is evolving and people are still learning. As SALTs, we are always keeping up with what the new suggestions are. By modelling this language with young children now, it can become the norm over time. It’s already becoming more common in schools, and through ongoing, gentle education, that shift will continue.”

Read Part 1 here!

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