Receptive Language:

• Understanding and Comprehension: This refers to how we understand spoken language, follow directions, and grasp the meaning of words and sentences.

Semantics:

• Meaning of Words and Sentences: This is like a filing cabinet for words. We need to understand the meanings, make connections and store or file words correctly so that we can use them again when we need them – allowing for clear communication with others.

Expressive Language includes:

• Vocabulary and Word Retrieval: Using the right words, developing a rich bank of vocabulary, and recalling words.

• Sentence Structure: Forming well developed sentences

   

• Narrative Skills: Telling stories or explaining events in a coherent manner.

 Pragmatics (Social Language Use):

• Social Communication: We help children understand and use language in social contexts, such as making eye contact, taking turns in conversation, and understanding non-verbal cues.

• Conversation Skills: Teaching children how to initiate, maintain, and end conversations (and play) appropriately.

Auditory Processing:

• Processing Sounds and Language: Sometimes difficulty in processing and interpreting auditory information, can affect following instructions and understanding spoken language. It

   

  can also affect both reading and writing, as children may struggle to decode or encode sounds correctly.

Phonological Awareness:

• Sound Recognition and Manipulation: Understanding and working with sounds in spoken language, including recognising rhymes, syllables, and individual phonemes (sounds) This is all essential for decoding words during reading.

 Phonics:

• Letter-Sound Relationships: Understanding the relationship between letters and sounds, necessary for reading and spelling.

 Vocabulary:

• Word Knowledge: Understanding and using a wide range of words. Limited vocabulary can impact both reading comprehension and written expression.

 Reading Comprehension:

• Understanding Text: The ability to understand and interpret what is read, including grasping the main idea, making inferences, and drawing conclusions from the text.

 Spelling:

• Correct Word Spelling: The ability to spell words correctly, which is closely related to phonics and orthographic knowledge.

   

 Written Expression:

• Writing Coherent Text: The ability to organise thoughts and convey ideas clearly in writing. Challenges here often include difficulties with sentence construction, paragraph organisation, and grammar.

Social and emotional

Children can experience a wide range of difficulties in terms of social and emotional skills, which can affect their ability to communicate, form relationships, and navigate social situations effectively. These challenges often vary in intensity and presentation, but they typically fall into several key areas:

Social Awareness:

• Difficulty Understanding Social Cues

 Social Communication:

• Challenges with Verbal and Non-Verbal Communication

Emotional Regulation:

• Difficulty Managing Emotions

• Over- or Under-Reactivity to Emotional Triggers

Forming and Maintaining Relationships:

• Challenges Building Friendships or Connections

• Social Anxiety

Self-Awareness and Confidence:

• Low Self-Esteem or Self-Image

• Lack of Understanding of Own Emotions

These difficulties can arise from a variety of conditions, including autism, ADHD, anxiety disorders, or developmental delays, but can also be present in individuals without specific diagnoses. Targeted support and intervention can help individuals develop stronger social and emotional skills, leading to more successful and fulfilling interactions.

Behavioural

All behavior is a form of communication, expressing an individual's needs, emotions, or responses to their environment. When we encounter behavior that is challenging or unexpected, it’s important to interpret it with empathy and understanding, recognising that the person may be trying to communicate something they cannot express verbally. 

By seeking to understand the reason behind the behavior—whether it’s frustration, fear, discomfort, or a need for attention or connection—we can respond appropriately. Once we identify the cause, we can address it by either explaining the situation to the individual in a way they understand, or by adjusting the environment or expectations. This ensures that the individual feels safe, supported, trusted, respected, and calm, creating a foundation for positive interactions and growth.

Neurodiversity

Embracing Neurodiversity refers to the concept that variations exist in the human brain and cognition—such as differences in learning, attention, mood, and sensory processing. Individuals who are neurodiverse, like all individuals, have unique strengths that contribute to the richness of human experience.

Typically, individuals with neurodiversity, may also have the following diagnoses requiring support and therapy:

• ADHD

• Specific Learning Disorder in reading and written expression also known as Dylexia and Dysgraphia

• Intellectual disability

• Global Developmental Delay

• Genetic Disorder

• Hearing Impairment

• Autism Spectrum Disorder