ABSTRACT
The prevalence rates for children and young people with speech, language, or communication needs are high (three in every class) and it is likely that healthcare professionals will come across them in their own right (i.e., because they have a difficulty) or because their difficulties are associated with some health conditions. Child development drives both what a child can understand and how their parents respond to them, and it is critical that all practitioners are aware of how this might affect the interaction between the healthcare professional and the young person, whether they are two or 15. This chapter looks at the communication skills of children and young people where the primary concern is their speech and language difficulties. In the UK, these children and young people are commonly referred to as having Speech, Language and Communication Needs (SLCN). This group of children is of particular concern because their difficulties are not always obvious and health practitioners may find it challenging to recognise them. This chapter begins with a brief introduction to the diagnostic categories used for these children alongside the functional difficulties that they can experience. We explore the association between children’s environments and their language abilities. We then look at the locations where practitioners are most likely to encounter children with SLCN and the role that the context plays in how best to communicate with them. Finally, we provide five clinical practice recommendations which are critical to understanding the needs of children with communication difficulties.
