Pupil Voice: Children with Speech, Language, & Communication Needs

Methods for Gaining Pupil Voice from Children with Speech, Language, and Communication Needs

The recognition of children’s voices has become increasingly imperative in contemporary educational discourse. Shifting social, cultural, and political landscapes, alongside legal mandates such as the UN Convention on the Rights of the Child, underscore the necessity of involving children, particularly those with speech, language, and communication needs (SLCN), in decisions that impact their education. This article examines existing methods for eliciting the voices of children with SLCN, assessing their strengths and weaknesses, and proposes a framework for developing effective tools to facilitate communication with these pupils.

Speech, Language, and Communication Needs (SLCN)

SLCN encompasses a spectrum of challenges in communication, including difficulties in speech production, language comprehension, and social interaction. These challenges, as outlined by the Royal College of Speech and Language Therapists and the Communication Trust, significantly influence a child’s academic progress and social integration within educational settings.

Conceptualising Children’s Voice

Legal frameworks like the UNCRC emphasise children’s rights to express their views and be heard in matters affecting them. This paradigm shift towards empowering children underscores the need for person-centered approaches in education, which prioritize the holistic needs and perspectives of individual learners, particularly those with disabilities.

The Social Model of Disability and Person-Centered Approaches

The social model of disability challenges traditional notions of impairment and emphasizes the role of societal barriers in restricting the full participation of individuals with disabilities. Person-centered approaches aim to empower children by recognising their expertise in their own lives and fostering inclusive decision-making processes. In education we are increasingly attempting to make our provision neuro-diversity affirming, listening to those with lived experience and working in collaboration with partners to improve SEND outcomes for our pupils.

Challenges in Eliciting Pupil Voice from Children with SLCN

Despite the evolving legal and policy landscape, significant barriers persist in effectively eliciting the voices of children with SLCN. Negative perceptions of children’s capabilities, limited opportunities for decision-making experiences, lack of communication methods, and inadequate support and training for practitioners hinder meaningful engagement with this demographic. According to a critical review of existing methods for eliciting voice from children with speech, language and communication needs, the following challenges were identified:

1. Difficulty in communication: Children with SLCN may have difficulty in communicating their thoughts and feelings effectively, which can make it challenging to elicit their voice.
2. Lack of suitable tools: There is a lack of suitable tools that can be used to elicit the voices of children with SLCN. Existing tools may not be appropriate for children with different types of SLCN.
3. Lack of training: Professionals may not have the necessary training to elicit the voices of children with SLCN effectively.
4. Lack of time: Professionals may not have enough time to elicit the voices of children with SLCN effectively.
5. Lack of understanding: Professionals may not fully understand the needs of children with SLCN, which can make it difficult to elicit their voice.

What Techniques may be effective?

1. Diamond Rank Sorting Task: Allows children to rank different activities on post-it notes in terms of preference. Was used with 4 children aged 7-11 with learning difficulties. Provided insights but was time-consuming, this will require a skilled teacher or teaching assistant to facilitate the activity.
2. Focus Groups: Groups of 12 children with Autism Spectrum Disorder and 5 parents shared views. Used imagined student profiles and videos to gain perspectives. Triangulated data from different groups.
3. Talking Mats: We use the Talking Mats system to gather pupil views for annual reviews. Talking Mats is a social enterprise and very simple to implement, there are lots of free resources on the website. Uses laminated symbol cards placed on a mat for responses. 18 children with disabilities identified views on social care. Reported as inclusive, flexible and engaging. Effectiveness depends on individual needs.
4. Mosaic Approach: Combined methods like mapping, photography, and interviews. Used with 5 autistic children to identify positive and negative aspects of their lives. Traditional research methods like interviews and observations can be unsuitable for young children, especially in classrooms. Interviews may be too long and intense, while observations can distort behaviours. For this reason, Alison Clark and Peter Moss developed the Mosaic approach, aimed at more authentically capturing children’s classroom experiences.
5. Ideal School Drawing Technique (DIST): Heather Moran, who has worked as both a teacher and educational psychologist as well as now working as a clinical psychologist, developed the Ideal Self Drawing Technique (DIST). The technique aims to enable children to become actively involved in understanding themselves and expressing their views by having them draw pictures of the sort of person they would like and not like to be. 15 autistic pupils drew current and ideal school provisions. Combined drawing with questions to understand perceptions and experiences. Reported as practical but requires appropriate training.
6. In My Shoes: A computer program originally for abuse interviews now used in other areas. Eight children with Autism identified views on school support through structured modules and symbols. Reported as relaxing but validity difficult without audio/video recording.

A Suggested Framework For Gaining Pupil Voice

This is a simple suggested framework for effectively gaining pupil voice and views from children with SLCN. The goal is to empower each child to have their unique experiences and needs authentically captured and understood through developmentally and culturally appropriate means. Flexibility, multiple perspectives, relaxation and ongoing improvement are key.

• Use a variety of methods to account for differing communication preferences
  • Include both visual and verbal methods like sorting pictures/cards, drawings, Talking Mats
  • Incorporate technology-based options like In My Shoes for some children
  • Combination approaches like Mosaic can triangulate data
• Ensure methods are flexible and supportive
  • Allow open-ended responses but also structures if needed
  • Use familiar people, items, logical sequencing to promote participation
  • Adapt methods with individual child’s preferences and needs
• Relax the child during elicitation
  • Consider group settings if appropriate to build confidence
  • Incorporate enjoyable activities or craft elements
  • Involve familiar people like peers, parents for some children
• Carefully facilitate and interpret responses
  • Allow children to use their own communication styles
  • Seek to understand each child’s perspective rather than assume
  • Triangulate to validate findings across methods and informants
• Continuous improvement through evaluation and innovation
  • Rigorously assess strengths and limitations of each approach
  • Refine methods based on learner feedback and outcomes
  • Pursue new ideas through collaborative research and development

Conclusion and Summary

Effective elicitation of voice from children with SLCN requires a multifaceted approach that addresses both practitioner requirements and children’s rights principles. While existing methods show promise in facilitating communication, ongoing research and innovation are essential to developing inclusive tools that empower children to articulate their experiences and needs effectively. Giving children with SLCN a real voice takes creativity from all of us. The best approaches consider both what practitioners need and children’s basic rights. 

Visual methods like sorting cards/pictures and Talking Mats appear to be effective for engaging children and overcoming communication barriers. Adaptations like using photographs instead of words can help include those with cognitive or literacy difficulties.

Methods need to be flexible to account for varying abilities. Having supportive structures but also allowing open-ended responses is important.

Involving peers, parents or activities can help relax children during elicitation. Familiar people/items and logical question sequences also support participation.

Interpretation of responses still requires care as children’s understanding and what supports their needs/experiences may differ from adult perspectives. Triangulating data through multiple methods helps validate findings.

Most methods reported positive engagement and insights from children, though some were found less suitable for some needs. More rigorous evaluations are still needed of many approaches. Adaptations are also critical to ensure inclusion.

Q&A Section

Q1: How can educators better support children with SLCN in expressing their views?

A1: Educators can support children with SLCN by adopting inclusive practices that prioritize active listening, providing alternative communication methods, and creating a supportive environment where children feel empowered to express their thoughts and opinions.

Q2: What role do legal frameworks like the UNCRC play in promoting children’s voices?

A2: Legal frameworks such as the UNCRC establish the rights of children to participate in decision-making processes, emphasizing the importance of their voices in shaping policies and practices that affect their lives.

Q3: What are some practical steps organisations can take to overcome barriers to eliciting children’s voices?

A3: Organizations can invest in training and resources to enhance practitioners’ understanding of children’s rights and communication needs. Additionally, collaboration with children, families, and relevant stakeholders can inform the development of inclusive strategies for eliciting children’s voices.

References

Bloom, A., Critten, S., Johnson, H., & Wood, C. (2020). A critical review of methods for eliciting voice from children with speech, language and communication needs. Journal of Research in Special Educational Needs, 20(4), 308-320. https://doi.org/10.1111/1471-3802.12491

Clark, A., and Moss, P. (2011). Listening to young children: The mosaic approach (Second edition.). London: National Children’s Bureau.

Development of a range of tools to promote pupil voice in schools. (2017). Retrieved January 30, 2024, from https://www.corc.uk.net/media/2869/development-of-a-range-of-tools-to-promote-pupil-voice-in-schools.pdf 

Niemi, R., Kumpulainen, K., & Lipponen, L. (2015). Pupils as active participants: Diamond ranking as a tool to investigate pupils’ experiences of classroom practices. European Educational Research Journal. https://doi.org/10.1177/1474904115571797

Williams, J. & Hanke, D. (2007). ‘Do you want to know what sort of school I want?’: Optimum features of school provision for pupils with autistic spectrum disorder. Good Autism Practice, 8, (2), 51- 63.