What is the difference between high-tech and low-tech AAC?

Low-tech AAC includes non-electronic tools like communication boards, picture cards, and symbol books. These are durable, inexpensive, and easy to use. High-tech AAC involves electronic devices such as speech-generating tablets or dedicated communication aids with dynamic displays. High-tech options offer more vocabulary and can be customised, but require charging and may be more complex to program. The choice depends on the individual's needs, preferences, and environment.

How do I support communication for a non-verbal child with autism?

Start by observing the child's current communication methods (e.g., pointing, leading, vocalisations). Introduce a consistent AAC system, such as PECS or a visual schedule, and model its use throughout the day. Use a total communication approach by combining symbols, gestures, and simple language. Work closely with speech and language therapists and the family to ensure consistency. Reduce sensory overload by creating a calm environment and using predictable routines.

What legal rights do individuals with communication needs have?

Under the Equality Act 2010, individuals have the right to reasonable adjustments to ensure they are not disadvantaged. The Mental Capacity Act 2005 requires that all practicable steps be taken to help a person make their own decisions, including providing appropriate communication support. The Children and Families Act 2014 mandates that local authorities provide education, health and care plans (EHCPs) that address communication needs. Additionally, the Human Rights Act 1998 protects the right to freedom of expression.

How do I assess which AAC method is best for someone?

Assessment should be multidisciplinary, involving the individual, family, speech and language therapist, and other professionals. Consider the person's physical abilities (e.g., fine motor skills for pointing), sensory preferences (e.g., visual vs. auditory), cognitive level, and communication environment. Trial different systems over several sessions and gather feedback. Use tools like the Communication Matrix or SETT Framework (Student, Environments, Tasks, Tools) to guide decision-making.

What is the role of objects of reference in communication?

Objects of reference are tangible items that represent an activity, person, or concept (e.g., a cup for drink time, a blanket for sleep). They are particularly useful for individuals with visual impairments or profound learning disabilities who may not understand symbols or pictures. Objects provide a concrete, multisensory cue that can reduce anxiety and support understanding of routines. They should be used consistently and paired with spoken language to build associations.

How can I involve families in communication support?

Families are experts on their child's communication. Involve them in assessment and planning by asking about the child's preferred methods, routines, and motivators. Provide training on using AAC systems at home and in the community. Encourage families to model AAC use and celebrate small successes. Regular communication between home and school/care settings ensures consistency. Respect cultural and linguistic diversity when recommending strategies.

Communication Support for 0-25s with Severe and Complex Needs: From Theory into Practice

ASCENTIS

vocational

This element focuses on bridging theory with practical application in supporting communication for individuals aged 0-25 with severe and complex needs. Learners must demonstrate ability to identify communication stages, reflect on interaction styles, record observations, implement strategies, and promote choice-making, all underpinned by an understanding of play and environmental exploration. Successful practice hinges on person-centred, evidence-based planning that adapts to individual profiles.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Ascentis Level 2 Award In Communication Support for 0-25s with Severe and Complex Needs

Topic Overview

The Ascentis Level 2 Award in Communication Support for 0-25s with Severe and Complex Needs focuses on developing the skills required to support individuals with severe and complex communication needs across childhood, adolescence, and early adulthood. This qualification covers a range of augmentative and alternative communication (AAC) methods, including low-tech systems like picture exchange communication systems (PECS) and high-tech solutions such as speech-generating devices. It also emphasises the importance of understanding the individual's holistic needs, including sensory, physical, and cognitive factors, to tailor communication strategies effectively.

This award is crucial for healthcare support workers, teaching assistants, and care staff working with individuals who have conditions such as cerebral palsy, autism spectrum disorder, or profound and multiple learning disabilities (PMLD). Effective communication support can significantly improve quality of life, reduce frustration, and promote independence. The qualification aligns with the UK's legislative framework, including the Children and Families Act 2014 and the SEND Code of Practice, which mandate person-centred approaches and the use of reasonable adjustments to facilitate communication.

Within the wider context of nursing and healthcare, this award complements other qualifications in health and social care by providing specialised knowledge in communication. It bridges the gap between general care principles and the specific needs of individuals with severe communication difficulties, ensuring that students can implement evidence-based strategies in real-world settings such as schools, respite centres, and community health teams.

Key Concepts

Core ideas you must understand for this topic

→Augmentative and Alternative Communication (AAC): Understanding the difference between unaided systems (e.g., signing, gestures) and aided systems (e.g., communication boards, voice output devices) and when to use each.
→Total Communication Approach: Using a combination of methods (e.g., speech, symbols, objects of reference) to maximise understanding and expression for the individual.
→Person-Centred Planning: Tailoring communication support to the individual's preferences, abilities, and life context, involving family and multidisciplinary teams.
→Sensory Processing and Communication: Recognising how sensory sensitivities (e.g., to light, sound, touch) can impact engagement and how to adapt the environment accordingly.
→Legal and Ethical Frameworks: Applying the Mental Capacity Act 2005, Equality Act 2010, and safeguarding principles to ensure communication support is lawful and respectful.

Learning Objectives

What you need to know and understand

1. Be able to identify the stage of communication of individuals with severe and complex communication needs.2. Be able to reflect on their personal style of interaction to promote the communication skills of individuals with severe and complex communication needs.3. Be able to record detailed observations of individuals with varying levels of communication.4. Be able to use appropriate strategies and activities to promote the communication skills of individuals with severe and complex communication needs.5. Know the meaning of key terms used within the field of severe communication difficulties.6. Be able to promote choice-making by individuals with severe and complex communication needs.7. Understand how play and/or exploring the environment is linked to the development of language and communication.8. Be able to devise an accessible plan to promote the communication skills of individuals with severe and complex communication needs.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for accurately identifying an individual's communication stage using a recognised framework (e.g., pre-intentional, intentional informal, etc.) with evidence from observation.
Award credit for providing a reflective account that critically analyses personal interaction style, identifying strengths and areas for development, and linking to the individual's communication needs.
Award credit for producing detailed, objective, and contemporaneous observation records that capture non-verbal cues, context, and potential communicative functions.
Award credit for selecting and justifying appropriate augmentative and alternative communication (AAC) strategies and activities tailored to the individual's stage and preferences.
Award credit for devising a SMART communication plan that incorporates individual goals, strategies, and evaluation methods, and demonstrates involvement of the individual and multidisciplinary team.

Assessment Guidance

Guidance for achieving higher grades

💡When identifying communication stages, always reference a theoretical framework (e.g., Hanen, Coupe O'Kane) and provide concrete examples from your recorded observations.
💡In reflective accounts, use a structured model (e.g., Gibbs) and provide specific instances of how you adjusted your interaction in response to the individual's behaviour and feedback.
💡Ensure observation records are time-stamped, describe the environmental context, and clearly separate factual descriptions from your interpretations.
💡For choice-making, clearly document how you presented options (e.g., real objects, symbols) and how the individual indicated preference (e.g., eye gaze, reach, vocalisation).
💡When devising communication plans, involve the individual, family, and relevant professionals, and always include review points and adaptations based on progress.
💡When answering questions about communication strategies, always link your choice of method to the individual's specific needs (e.g., sensory profile, motor skills, cognitive level). Avoid generic answers.
💡Use the acronym 'PECS' correctly: it stands for Picture Exchange Communication System, a specific low-tech AAC method. Do not confuse it with general symbol use.
💡In case studies, demonstrate understanding of the 'Total Communication' approach by mentioning at least two different methods you would combine, and justify why.

Common Mistakes

Common errors to avoid in your coursework

Confusing non-verbal behaviour as solely challenging rather than communicative, e.g., interpreting a head turn as refusal when it may indicate hypersensitivity.
Recording subjective interpretations instead of objective observations, such as writing 'she was sad' rather than 'she frowned and pushed away the toy'.
Failing to link play activities directly to communication development, treating them as mere play without targeting specific communication goals.
Over-reliance on verbal prompts without using appropriate AAC or sensory cues, especially with individuals at pre-intentional or intentional informal stages.
Misconception: AAC devices replace natural speech. Correction: AAC is designed to supplement, not replace, existing communication. It can actually support speech development by reducing pressure and providing a consistent output.
Misconception: Individuals with severe needs cannot understand complex language. Correction: Many individuals have receptive language skills that exceed their expressive abilities. Always use age-appropriate language and assume competence unless evidence suggests otherwise.
Misconception: One communication method works for everyone. Correction: Communication is highly individualised. What works for one person may not work for another, and strategies must be regularly reviewed and adapted.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of child development from 0-25 years, including typical communication milestones.
•Familiarity with the principles of person-centred care and the SEND Code of Practice.
•Awareness of common conditions associated with severe and complex needs, such as cerebral palsy, autism, and learning disabilities.

Key Terminology

Essential terms to know

1. Be able to identify the stage of communication of individuals with severe and complex communication needs.2. Be able to reflect on their personal style of interaction to promote the communication skills of individuals with severe and complex communication needs.3. Be able to record detailed observations of individuals with varying levels of communication.4. Be able to use appropriate strategies and activities to promote the communication skills of individuals with severe and complex communication needs.5. Know the meaning of key terms used within the field of severe communication difficulties.6. Be able to promote choice-making by individuals with severe and complex communication needs.7. Understand how play and/or exploring the environment is linked to the development of language and communication.8. Be able to devise an accessible plan to promote the communication skills of individuals with severe and complex communication needs.

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Communication Support for 0-25s with Severe and Complex Needs: From Theory into Practice

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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