Understanding specific communication needs
“Specific communication needs” is a broad term. It can include people who are deaf or hard of hearing, people who are blind or visually impaired, people with learning disabilities or autism, people living with dementia, and people who have had a stroke or brain injury that affects speech or understanding. Some may have physical conditions that affect their mouth or muscles, which makes speaking difficult. Others may be able to speak clearly but struggle to process information or to find the right words.
The unit reminds students that a diagnosis never tells the full story. Two individuals with the same condition can still communicate in very different ways. One person with autism may use full sentences but struggle with eye contact, while another may use mainly pictures or single words. Effective support starts with getting to know the person, not just reading their label.
Communication needs can affect many parts of daily life. They may impact how a person asks for help, how they join in activities, how they report pain or discomfort, and how they say yes or no to treatment or support. If their needs are ignored, the person can feel frustrated, anxious or invisible, and serious mistakes in care may occur.
Law, rights and policies linked to Unit 18
Communication support is not only good practice, it is also a legal and ethical responsibility. The unit usually links to:
Equality and human rights laws, which say that people should not be treated less fairly because of disability and that they have the right to dignity, respect and a private life. Making “reasonable adjustments” may include providing sign language, large print, interpreters or communication aids.
Mental capacity and decision-making rules, which say that adults must be supported to make their own choices wherever possible. If a person does not understand information because of poor communication, any decision made on their behalf may not be lawful or ethical.
Health and social care standards and codes of practice, which normally state that staff must communicate in ways that each person can understand, offer information in suitable formats, and record and share information correctly. These standards also stress consent, confidentiality and safeguarding.
In Unit 18, students are expected to show how these laws and policies affect day-to-day work. For example, if a resident cannot read small print, staff may have to provide a large-print consent form or use pictures and clear verbal explanations before asking for a signature or agreement.
Person-centred and values-based practice
A key theme in Unit 18 is that communication support must be person-centred. This means support is based on what matters to the individual, rather than what is easiest for staff or what has always been done.
Person-centred communication support includes finding out how the person prefers to communicate, involving them in every conversation about their own care, and adjusting methods whenever their needs or preferences change. It also means treating the person as an adult and an equal, not speaking over them, not ignoring them in meetings, and not using patronising language.
Values such as respect, dignity, privacy and promoting independence run through the unit. Communication is not just about information; it is also about emotional connection and self-worth. When a person’s communication style is respected, they are more likely to feel valued and included.
Assessing an individual’s communication needs
Before support can be put in place, staff must understand the person’s current communication skills and difficulties. Unit 18 normally asks students to explain how they would assess these needs in a safe and sensitive way.
Assessment can start with reading existing information such as care plans, medical notes and previous reports. Staff can also talk to family members or long-term carers to learn how the person usually communicates at home or in other settings.
Observation is very important. Students should be able to describe how they would watch the person in different situations, notice how they respond to spoken words, how they use facial expressions, gestures or body language, and whether they show signs of confusion, anxiety or withdrawal.
If the person can take part, they should be asked directly what helps and what makes communication difficult. Questions might include how they like people to speak to them, whether they prefer written information, pictures, signing, or a mixture, and whether there are any topics they find especially stressful.
Specialist professionals may be involved, such as speech and language therapists, audiologists, occupational therapists or psychologists. Their assessments and recommendations should be followed, recorded and reviewed. Unit 18 expects learners to recognise when they need to seek this kind of specialist input.
Ways to support communication in practice
Once needs are understood, staff can plan and provide support. Unit 18 covers a variety of methods. These methods are often used together, and the plan should be flexible.
Verbal communication can be adapted by using simple, everyday words, shorter sentences and a calm pace. Information can be broken into small steps rather than given in a long speech. Staff can pause regularly to check understanding and invite questions, without making the person feel rushed or embarrassed.
Non-verbal communication is just as important. This includes tone of voice, facial expression, body posture and eye contact. A relaxed, open posture and a friendly expression can make it easier for the person to feel safe. Staff may point to objects, pictures or written words to support what they are saying.
Alternative and augmentative communication methods (often called AAC) may be needed. Examples include sign languages such as British Sign Language, systems like Makaton that use both signs and symbols, picture exchange systems where the person hands over a picture card to show a need, and communication books or passports that explain how the person communicates.
Technology can also play a role. Some individuals use hearing aids, loop systems or vibrating alerts. Others may use tablet devices with communication apps, large buttons or text-to-speech software. People with visual impairment may rely on braille, audio recordings or high-contrast large print.
In all cases, staff must know how to use the method correctly, keep equipment in working order and check that the person still finds it helpful.
Reducing barriers and promoting inclusion
Barriers to communication can be physical, emotional, social or organisational. Common barriers include noisy rooms, poor lighting, crowded spaces, lack of privacy, staff who speak too fast, and care settings where nobody has been trained in the person’s preferred communication method.
Unit 18 encourages students to think about how to remove or reduce these barriers. This might involve choosing a quiet room for important conversations, making sure chairs are arranged so that people can see each other clearly, adjusting lighting for someone with visual difficulties, or allowing extra time in staff schedules so conversations are not rushed.
Attitudes can be a barrier too. If staff believe that someone “does not understand anything” or that “there is no point explaining”, the person may be left out of decisions. Training, supervision and clear leadership messages can help create a culture where communication support is everyone’s responsibility and every voice matters.
Working with families and other professionals
Communication is rarely a one-person task. Unit 18 highlights the need for partnership working.
Families and informal carers often know the person’s communication style better than anyone. They can explain what certain gestures mean, which signs or phrases the person usually uses, and what has worked well or badly in the past. Respectful partnership means listening to this knowledge and including it in communication plans.
Other professionals also play a part. Speech and language therapists may design communication programmes or recommend specific aids. Occupational therapists may advise on positioning or equipment. Nurses, social workers, teachers and support workers must all share information clearly so that the person receives consistent communication support, rather than different methods from every staff member.
Safeguarding and communication needs
People with specific communication needs can be more vulnerable to abuse or neglect because they may find it harder to report what is happening, or because others wrongly assume they do not understand. Unit 18 links communication directly with safeguarding.
Students should understand that changes in behaviour, mood, sleep, appetite or interaction can be signs that something is wrong, especially if the person cannot easily explain what is happening to them. Staff may need to use the person’s preferred communication methods, or work closely with specialists, to give them a safe way to share worries or experiences.
Any concerns must be recorded clearly and reported according to local safeguarding procedures. Even if the person’s story is not fully clear, staff should not ignore warning signs. Good communication support helps protect people by giving them a voice.
Recording and reviewing communication support
Accurate recording is part of professional practice and is strongly linked to Unit 18. Staff should document the person’s communication needs, preferred methods, equipment used, and any strategies that have been tried. They should also note how well these approaches worked and whether any changes were needed.
Communication plans must be reviewed regularly. A person’s abilities and preferences can change due to age, illness, recovery or life events. For example, someone who used speech may later rely more on pictures after a stroke, or someone who was anxious at first may gain confidence and want to try new methods.
Review meetings should involve the individual as far as possible, as well as family members, carers and relevant professionals. The aim is to make sure the support continues to fit the person, rather than forcing the person to fit the support.
Developing own skills for Unit 18
The unit also focuses on the learner’s personal development. Students are encouraged to think honestly about their own communication style. They may ask themselves whether they talk too fast, use complicated words, interrupt people, or rely too much on one method like written notes.
Reflective practice is important. After working with someone who has communication needs, the learner can think about what went well, what felt awkward, what the person seemed to respond to, and what could be improved next time. Feedback from supervisors, colleagues and, where possible, from the individual themselves, can be very helpful.
Training plays a role too. Learners might attend sessions on basic sign language, using symbol systems, managing behaviour linked to communication frustration, or operating specific communication devices. The unit encourages a mindset of ongoing learning rather than a one-off achievement.
The Assignment Question
Unit 18 - Support individuals with specific communication needs
6.1 - Collate information in relation to an individual’s communication and the support provided.
Using a Word document (or similar), create a diagram/table or a simple spreadsheet which details an individual`s required/preferred methods of communication and the type of support they require which can be shared/supplied to other team members to ensure all follow suit. (For the purpose of this task, use false names so that the individual cannot be identified to comply with client confidentiality).
You can use the space below, or begin on a new document. If you begin a new document you must include the qualification title, unit number and name, as well as your name and your tutor’s name.
