ABSTRACT
The chapter will focus on the first of the four broad areas of need outlined in the Code of Practice for Special Educational Needs (DfES, 2001): communication and interaction.
The overlap between communication and interaction, and cognition and learning, will be highlighted. Particular attention will be given to speech and language delay, autistic spectrum disorders (ASD), moderate to severe learning difficulties exemplified by Down’s syndrome, and profound and multiple learning disabilities, to illustrate:
• what is known about these delays and disorders from rigorous, high-quality research studies,
• the relationship between such delay, impairment and/or disorder and learning,
• ways by which the difficulties experienced by young people can be addressed through attention to the learning environment, curriculum and teaching approaches.
