Ordinarily Available Inclusive Provision (OAIP) Easy Read

• The child uses only a few words or short sentences.
• The child finds it hard to tell stories or explain what happened.
• Speech may be unclear or hard to understand.
• The child may stammer or get stuck on words.
• The child may have a diagnosis like Developmental Language Disorder.

• Give children time to speak - don’t rush them.
• Use pictures, objects, or gestures to help children understand and join in.
• Repeat what the child says and add a little more (e.g., Child: “Car.” Adult: “Yes, a big red car!”).
• Use simple sentence starters, like “I want…” or “I feel…”.
• Encourage children to talk with a partner or in small groups.
• Use songs, rhymes, and games to practise new words.
• Praise all attempts to communicate, not just correct answers.
• Be honest if you don’t understand - try drawing, acting, or using gestures to help.
• Encourage families to use their home language at home.

• Teach important words before starting a new topic, using pictures and actions.
• Give extra support in small groups or one-to-one, following advice from a Speech and Language Therapist.
• Use special programmes or resources, like Colourful Semantics or Talk Boost.
• Offer different ways for children to show what they know (drawing, acting, using a computer or tablet).
• Regularly check how the child is doing and change support if needed.

• The child doesn’t follow instructions, especially if they are long or have several steps.
• They seem confused or distracted when people are talking.
• They often say “I don’t know” or give unrelated answers to questions.
• They struggle to understand new words or ideas.
• They miss out on group discussions or classroom talk.
• They find jokes, idioms, or figurative language hard to understand.

• Use short, clear instructions and break tasks into smaller steps.
• Check understanding by asking the child to repeat back what they’ve heard.
• Give extra time for the child to respond to questions or instructions.
• Use visual aids like pictures, symbols, gestures, and written prompts.
• Pre-teach key vocabulary and reinforce it through repetition and context.
• Use simple, direct questions and offer choices or examples.
• Provide written or visual summaries of classroom discussions.
• Avoid ambiguous language and explain idioms or abstract phrases using concrete examples.

• Use structured language programmes or interventions focused on understanding.
• Work with speech and language therapists to assess and support needs.
• Provide regular small group or 1:1 sessions to practise listening and understanding.
• Use personalised visual supports (e.g. now/next boards, visual timetables).
• Develop individualised plans with clear targets for receptive language.
• Monitor progress and adjust strategies based on what works best for the child.

• The child may interrupt others or struggle to take turns in conversation.
• They might talk too much or too little, or not know how to start or end a conversation.
• They may not understand jokes, sarcasm, or social cues.
• They might talk about their own interests without noticing if others are interested.
• They may find it hard to change how they speak depending on who they’re talking to (e.g. teacher vs friend).
• They may not use or understand gestures, facial expressions, or tone of voice.

• Model good conversation skills, like turn-taking and listening.
• Use visual prompts or social stories to teach appropriate ways to start and end conversations.
• Give clear feedback and praise when the child uses good social language.
• Support group work with clear roles and expectations.
• Use role-play or drama activities to practise different social situations.
• Help the child notice and understand body language, facial expressions, and tone of voice.
• Encourage peer interactions with adult support if needed.

• Use structured interventions focused on social communication (e.g. Talkabout, Social Thinking).
• Work with speech and language therapists to assess and support pragmatic language needs.
• Provide small group or 1:1 sessions to practise social skills in a safe space.
• Use video modelling or recorded examples to show good social communication.
• Create personalised social stories or scripts for common situations.
• Monitor progress and adjust support based on the child’s needs and responses.

• The child may not speak or may speak very little.
• They might use gestures, sounds, or facial expressions to communicate.
• They may struggle to make their needs known or to join in with others.
• They might not understand or use body language or facial expressions.
• They may rely on a communication aid (e.g. symbol board, tablet, or sign language).
• They may become frustrated or withdrawn if they can’t communicate effectively.

• Accept and respond to all forms of communication, including gestures, signs, and sounds.
• Use visual supports like pictures, symbols, or objects to aid understanding.
• Create a communication-friendly environment with clear routines and visual cues.
• Give extra time for the child to respond or communicate.
• Model and encourage the use of AAC tools if appropriate.
• Work closely with parents and carers to understand the child’s preferred ways of communicating.
• Support peer interactions by helping other children understand and respond to non-verbal communication.

• Work with speech and language therapists or AAC specialists to assess needs and provide support.
• Use personalised communication systems (e.g. PECS, Makaton, voice output devices).
• Provide regular opportunities to practise using AAC in meaningful contexts.
• Train staff in using AAC tools and strategies consistently across settings.
• Develop individualised communication plans with clear goals and strategies.
• Monitor progress and adjust support based on the child’s communication development.

The child may prefer to play or work alone and avoid group activities.
They might not know how to start or join a conversation or game.
They may find it hard to understand other people’s feelings or points of view.
They might not respond to social cues like facial expressions or tone of voice.
They may struggle to make or keep friendships.
They might behave in ways that seem unusual or unexpected in social settings.

Create a welcoming and inclusive classroom environment.
Use clear routines and visual supports to help the child know what to expect.
Model and teach social skills like sharing, turn-taking, and listening.
Use social stories or role-play to practise common social situations.
Support peer interactions with adult guidance when needed.
Encourage group work with clear roles and expectations.
Help the child recognise and talk about emotions using visuals or emotion charts.

• Use targeted social communication programmes (e.g. Circle of Friends, Lego Therapy).
• Work with speech and language therapists or autism specialists to assess and support needs.
• Provide regular small group or 1:1 sessions to practise social interaction skills.
• Use personalised social stories or scripts for specific situations.
• Develop individualised plans with clear social communication targets.
• Monitor progress and adjust support based on the child’s needs and responses.

• The child finds it hard to sit still or stay focused during lessons.
• They are easily distracted by noises, movement, or other people.
• They may not respond when spoken to or seem like they’re not listening.
• They interrupt or talk over others.
• They struggle to follow instructions or complete tasks.
• They may move from one activity to another without finishing.

• Use the child’s name before giving instructions to help them tune in.
• Keep instructions short and clear, and give them one at a time.
• Use visual prompts, now/next boards, and visual timetables to support focus.
• Provide regular movement breaks or sensory activities if needed.
• Reduce distractions in the environment (e.g. seating position, noise levels).
• Use praise and encouragement when the child shows good listening or focus.
• Allow extra time for the child to process and respond.

• Use structured programmes to support attention and listening (e.g. Attention Autism).
• Work with speech and language therapists or occupational therapists if needed.
• Provide small group or 1:1 sessions to practise listening and attention skills.
• Use personalised strategies such as fidget tools or sensory circuits.
• Develop individualised plans with clear targets for attention and listening.
• Monitor progress and adjust support based on what works best for the child.