Supporting Communication in the Classroom
At Perth Speech Therapy, we know that communication is at the heart of learning. It enables students to follow instructions, share ideas, form friendships, and succeed across all subjects.
While many children develop communication skills naturally, those with speech, language, or social communication difficulties may struggle in the classroom. That’s why collaboration between teachers and speech pathologists is so important. Together, they can create inclusive classrooms where every child has the tools to participate and thrive.
Why Communication Matters in Learning
Language underpins literacy, problem-solving, and social skills. It’s essential in every subject—from solving maths problems to discussing characters in English.
Children with speech or language difficulties are at greater risk of:
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Academic challenges
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Social isolation
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Reduced confidence
Often, these students may appear disengaged when they are actually struggling to process language. Early recognition and targeted support make all the difference.
What Teachers Can Do
Teachers are on the front line of spotting early signs of communication difficulties. Simple, evidence-based strategies can transform learning:
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Use clear, simple language; break instructions into steps.
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Reinforce understanding with visuals like timetables, diagrams, and gestures.
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Model language by expanding on student responses.
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Encourage peer interaction through group activities.
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Modify the environment (reduce distractions) and adjust task complexity when needed.
By embedding these practices, teachers can create classrooms that support all learners.
What Speech Pathologists Can Do
Speech pathologists work closely with teachers to:
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Assess and identify communication difficulties
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Provide individual or group therapy
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Guide teachers with practical strategies tailored to each child’s communication profile
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Collaborate on class-based programs and goal-setting
This partnership ensures interventions are not just effective, but also seamlessly integrated into everyday classroom routines.
The Impact of Early Support
Research shows that early, classroom-based support improves academic and social outcomes (Snow, 2016). Even small changes—like teaching narrative structure or introducing visual schedules—can boost comprehension, participation, and confidence.
For children with more significant needs, ongoing collaboration between schools, families, and speech pathologists ensures consistent, effective support.
Frequently Asked Questions: Classroom Communication Support (Perth)
1) What are early signs a student may have communication difficulties?
Trouble following multi-step instructions, limited vocabulary, short or vague sentences, difficulty retelling stories, avoiding group work, or seeming “distracted” when language demand is high.
2) How do teachers get support from a speech pathologist?
Start with classroom observations and a brief screening. From there we agree goals, strategies, and (if needed) an assessment and therapy plan that fits normal class routines.
3) What does school-based speech therapy look like?
A mix of in-class support, small groups, and teacher coaching. We prioritise strategies that integrate into everyday lessons (visuals, language modelling, narrative scaffolds).
4) Which classroom strategies help most?
Clear, step-by-step instructions, visuals (timetables, diagrams, word banks), pre-teaching key vocabulary, modelling longer sentences, and structured peer discussion.
5) Will support help literacy as well as language?
Yes. Strong oral language underpins reading comprehension, writing, and learning across subjects.
6) How often should therapy occur?
It depends on needs. Many students benefit from weekly or fortnightly touchpoints plus daily teacher-led practice using the agreed strategies.
7) Can parents be involved?
Absolutely. We share home practice ideas, progress updates, and simple visuals so families reinforce the same skills at home.
8) Is funding available?
Some students may access NDIS (where eligible). Schools may also use learning support budgets. We provide clear reports to support applications.
9) Do visuals reduce independence?
No. Visuals increase understanding and reduce cognitive load, which builds confidence and independence over time.
10) How is progress tracked?
Short, curriculum-aligned goals with quick measures (e.g., vocabulary checks, narrative rubrics, instruction-following probes) and a simple teacher checklist each term.
📍 Perth Speech Therapy, Unit 1, 595 Canning Hwy, Alfred Cove
📞 0412 256 656
👉 Learn more: Services for schools www.perthspeechtherapy.com.au
📍 Perth Speech Therapy
Unit 1, 595 Canning Hwy, Alfred Cove
📞 0412 256 656
👉 Learn more about our speech therapy services for schools
Excerpt
Teachers and speech pathologists can work together to build inclusive classrooms where every child can thrive. Because communication underpins learning, early recognition of difficulties is essential. At Perth Speech Therapy, we support schools by identifying challenges early; in addition, we provide practical strategies that teachers can apply immediately. As a result, students gain stronger language skills, improved learning outcomes, and greater confidence.