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Non-verbal / Augmentative Communication Needs

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Non-verbal / Augmentative Communication Needs

Contents

What non-verbal communication needs are
Signs and characteristics
Common causes
Getting assessed and supported
Communication methods and tools
Support in education
Related guidance

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What non-verbal communication needs are

Some children and young people are non-verbal, meaning they do not use spoken language to communicate.

This may be temporary or lifelong, depending on the underlying cause.
 Many non-verbal individuals communicate effectively through alternative systems known as Augmentative and Alternative Communication (AAC).

AAC enables children to express themselves, make choices and take part in learning and social life.

Related guidance

  • Speech and Language
  • Autism Spectrum Disorder (ASD)
  • Hearing Impairment (HI)
  • Physical Disabilities
  • SEN Wellbeing
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    Signs and characteristics

    A child with non-verbal or AAC needs may:

    • use gestures, signs, or pictures instead of speech

    • understand more language than they can express

    • make sounds, facial expressions, or movements to communicate

    • become frustrated when not understood

    • need support to develop consistent communication routines

    Check signs of communication delay
    Learn how to identify when a child may benefit from AAC support.

    Common causes

    Non-verbal communication needs may be linked to:

    • autism or developmental language disorder (DLD)

    • cerebral palsy or motor impairments

    • learning disabilities

    • hearing impairment

    • selective mutism or trauma-related speech loss

    Each individual’s communication profile is unique, and AAC can be tailored to their abilities.

    Learn about causes of non-verbal communication needs
    Understand medical, developmental and sensory factors that can affect speech.

    Getting assessed and supported

    Assessment is led by a Speech and Language Therapist (SLT) and may include:

    • observation of communication attempts

    • assessment of understanding, motor skills and attention

    • trials of different AAC systems (e.g. picture boards, devices, sign language)

    • collaboration with families and education staff
    Find out how AAC needs are assessed and supported

    Communication methods and tools

    AAC can include:

    • Makaton or British Sign Language (BSL)

    • Picture Exchange Communication System (PECS)

    • Symbol or photo boards

    • Speech-generating devices or communication apps

    • Eye-gaze or switch-access technology

    Key principles:

    • use AAC consistently across home and school

    • model communication to show how it works

    • celebrate all attempts at interaction

    Explore types of AAC systems
    Learn how technology and symbols can enhance understanding and expression.

    Support in education

    Schools can support non-verbal pupils by:

    • creating structured communication routines

    • giving extra processing time and visual prompts

    • ensuring AAC is available in every lesson

    • training staff in using communication systems

    • working closely with SLTs and families

    Children with significant needs will usually have an EHCP including communication goals.

    Read about speech and communication support in schools

    Get support for AAC and non-verbal needs

    Search for speech therapists, tutors and SEN professionals experienced in non-verbal and AAC support.

    Find communication specialists near you