​Supporting Non-Verbal Pupils: What Experience Should Schools Look for in Support Staff?

Communication is far bigger than speech.

Children and young people who do not use spoken language may communicate in many different ways.

For schools recruiting support staff, previous experience can be particularly valuable — but understanding and willingness to learn matter too.

Relevant Experience May Include

Candidates may have worked with:

• AAC devices

• PECS

• Visual schedules

• Makaton

• Objects of reference

• Communication boards

• Eye gaze

• Gestures

• Intensive interaction

No single communication method is appropriate for every pupil.

The candidate needs to follow the approach selected by the school and relevant professionals.

Observation Is a Skill

An effective member of support staff learns to notice changes in:

• Body language

• Facial expression

• Vocalisation

• Movement

• Behaviour

• Engagement

These can all provide information about what a pupil may be trying to communicate.

Avoid Doing Everything for the Pupil

Support should not automatically mean taking over.

Good staff allow appropriate processing time and create opportunities for pupils to communicate choices themselves.

Ask Candidates for Examples

Instead of asking:

“Have you worked with non-verbal pupils?”

ask:

“How did the pupils you supported communicate, and what did you do to help them express choices?”

That produces a far more useful answer.

Uniform Education supports schools recruiting experienced staff for autism, communication needs and complex SEND.

Email info@uniformeducation.co.uk.