Oracy is the latest ‘R’ everyone is talking about in schools. Like reading, (w)riting and (a)rithmetic, (o)racy is a vital part of a child’s development as they learn to speak and listen effectively in different situations. It underpins cognitive development, academic success, and social inclusion.
For pupils with special educational needs and disabilities, however, developing oracy can present a complex set of challenges. These may arise from speech, language and communication needs, neurodivergent processing profiles, anxiety-related barriers, or difficulties with attention and memory.
The impact of the COVID-19 pandemic has further compounded these issues; prolonged school closures and reduced social interaction disrupted the development of oral language skills for many, disproportionately affecting those already vulnerable.
A core component of teaching and learning
As oracy becomes increasingly recognised as a core component of an effective education, there is a pressing need to implement strategies that support learners with additional needs to communicate effectively, participate confidently, and access the full curriculum.
In my work supporting primary schools with oracy, I have found these approaches to be particularly helpful for many children with additional needs:
- Prioritise thinking time when asking pupils a question. Use a phrase so that everyone gets used to the idea that we will think before replying For example: ‘Let’s have some thinking time’. Use an action to show that you are thinking, for example hand on chin or a puzzled expression. Tell the children to show you their thinking face. Persevere with this until everyone knows that it’s normal that we have time to think, that several seconds of silence is useful to everyone. Praise children when they are doing this, with simple feedback such as ‘I like the way you used your thinking time today’, or ‘you gave me a great answer after some thinking time today’
- Provide talk prompts in appropriate situations. Start with a small number, for example, ‘I think… I agree… I disagree… I have a different idea…’ You could colour code these to make them more accessible to children who aren’t yet confident readers.
- Have a regular ‘talk time’. For example, 10 minutes at a set time each day during which children play games to practise taking turns, using non-verbal signals, and giving reasons why they are doing something.
- Use talking toys so that everyone knows whose turn it is to speak. Large ‘talking teddies’ can work well. These can be used in pairs or in a circle. If a child finds it stressful anticipating their turn, let them be the one who starts. If needed, discuss an option such as hugging the teddy or whispering in the teddy’s ear. This might be helpful for children with selective/situational mutism.
- Use questions with choices. For example, ‘is climbing trees a good or a bad idea?’ Or ‘would you rather live in a hot country or a cold country?’ This can be very useful for children with limited expressive language as they can show their responses non-verbally, for example with a thumbs up / thumbs down response or moving to stand near a visual that represents their thinking.
- Encourage children to say more and leave plenty of space for thinking: ‘that’s interesting – tell us a bit more!’. Wait at least seven seconds for them to process their thoughts and formulate a response – even longer if they have language needs.
- Listen and be interested! This might sound easy but often we are distracted. Practise the habit of focused, open-minded listening.
- Give praise. Notice what specific thing a child has done well and say this in your praise. For example: ‘Great reason!’ Or ‘thank you for passing on the talking teddy. Or, ‘I like your thinking face’.
- Visual support is fundamental for lots of children to help them understand what is being said or being asked. Use photographs, symbols or colour coding to help them remember.
- Use simple, clear language – we (adults) are the difference between children accessing or not accessing what is going on, so practise simplifying language and checking that children have understood.
Remember that inclusive oracy doesn’t just help those with identified needs — it builds a richer classroom for everyone.
*With thanks to Wendy Lee at Lingo for her valuable input.
