ABSTRACT
For those with severe learning difficulties, whether or not they have an additional autistic spectrum disorder, effective communication is unlikely to come either easily or naturally. Therefore, it is imperative that those working with them put the conditions in place to maximise opportunities for spontaneous communication. It might be a good start to ensure that the following questions are always asked in every classroom, irrespective of the age or ability levels of the pupils: Do you know what motivates and interests your pupils? Do you know why your learners are likely to want to communicate? All of us communicate more freely about things that interest us. Learning intentions in communication need to be personalised if they are to be effective – you cannot have group learning intentions in com - munication. We must remember that the motivation to communicate is a key communicative necessity.
