ABSTRACT
This chapter provides information and strategies that can be used to help children with speech impairments in the classroom. When a child starts nursery or school it can help if parents or carers make a list of some of the words the child might say and which would be hard to guess for someone who is not familiar with their home life. This ‘important vocabulary list’ is useful for school staff, but people who do not see the child very often may also find it helpful. The home–school diary can be a useful addition to the ‘important vocabulary list’. Context is the most useful facilitator for understanding. Asking the child to describe a picture, name colours, shapes and numbers; or relate a story that the adult already knows are situations with a wide array of contextual clues available. Barrier games are games in which the listener has to rely on verbal information alone.
