Communication identity

Capturing communication beyond speech

What you need:

• Access to word processing software

What’s in it for the children?

All children communicate in various ways, such as body language, signs, visuals or vocalisations. We must honour and seek to understand all forms of communication. It is important not to assume the same behaviours, body language or vocalisations mean the same thing to everyone. There are some neurodivergent children whose external communication directly opposes what they want to express, so providing as many tools as possible for deliberate, meaningful communication is essential.

Taking it forward

● Use this tool to inform decisions about provision. For example, if a child’s communication identity is non-speaking, ensure there are environmental supports provided.

What to do:

1. The information can be captured in any way you prefer, for example, using a template or PowerPoint.

2. Choose headings that are relevant to the child. Examples might include:

- Name and personal meaning

- Languages spoken

- Main forms of communication and personal meanings – for example, pointing

- Things that might get lost in translation

- Types of interaction that provide comfort

3. Complete this activity together with family, and use the information to inform your practice.

Neurodiversity-affirming element

This tool supports neurodiversity-affirming practice and helps us to honour all communication forms beyond speaking. It helps us to connect with the child and family during transitions and embraces the different funds of knowledge children bring to the setting, as well as ensuring that we meet the different communication needs of all children.