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Speech Pathology Australia: Speech Pathology in Schools Project
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Identifying students with speech, language
and communication needs (SLCN)
It is often the impact of the SLCN that is most
evident at school – poor literacy, behaviour
problems, difficulties with peer–peer interaction,
withdrawal from activities – rather than the
underlying needs, which can remain “hidden”.
The first step in the identification of a student
who has SLCN is noticing that they are
struggling with their communication. Teachers
have a crucial role observing these difficulties.
Some students may already have been picked
up by allied health practitioners, preschool
teachers, or their parents may have raised
concerns. However, there are many children
and young people whose needs have not been
identified.
If a student has a speech sound disorder or
difficulty with their spoken language, teachers
may be able to identify it as soon they meet
them. Conversely, the issue that is hardest
to detect will be difficulty in understanding
language. Children with comprehension
difficulties might outwardly appear to understand
as they will often learn the daily classroom
routine by watching and copying their peers, and
readily respond to any non-verbal cues when
available. These children will tend to be very
good at “making themselves invisible” and can
easily slip under the radar.
It is common for the language basis of academic
problems to go unrecognised in mid-primary and
secondary school students. Identification by you
as the speech pathologist should include:
• a review of achievement tests to find
students scoring poorly in the areas
requiring the most complex language
demands;
• requesting referrals from classroom
teachers;
• a review of school reports and assessments
for students experiencing academic failure.