Identification
Young people can present with difficulties in some or all areas of language (attention and listening, receptive language, expressive language, speech/articulation and/or social interaction). Concerns about language development are often identified in the early years but can also be identified in school at a later date.
Concerns about speech and language can be identified in school in a number of ways - for example, teacher assessment, curriculum assessment and academic achievement. As a general guidance principle, skills measured at below a standard score of 80 (or 80-85 over time with intervention) are likely to require additional support and intervention.
Usually, there should be evidence that teachers have made the reasonable adjustments outlined in the Quality First Teaching section before individual intervention is considered.