Across the education sector, there is growing awareness of the needs of neurodiverse learners. Schools are investing in SEND support, building inclusive classrooms, and working hard to close attainment gaps. Yet many are still relying heavily on diagnostic labels to guide intervention and support decisions.
It is time for a shift: from diagnosis to communication profiles.
Why Diagnosis Alone Falls Short
Diagnostic labels such as autism, ADHD, or dyslexia can offer valuable insights. They can open doors to funding, support plans, and services. However, they do not tell the full story.
Children with the same diagnosis can have very different communication strengths and challenges. Two autistic pupils, for example, might have vastly different needs: one may be highly verbal but struggle with social language nuances, while another might communicate primarily through nonverbal means.
Relying solely on a diagnosis risks:
- Oversimplifying complex needs
- Missing strengths and capabilities
- Applying a “one-size-fits-all” approach that does not serve individual learners
The Power of Communication Profiles
Communication is the foundation for learning, social connection, and emotional wellbeing. Understanding each child’s unique communication profile allows schools to tailor support more effectively.
A communication profile might include:
- Preferred modes of communication (speech, sign, visuals, AAC)
- Strengths in receptive or expressive language
- Social communication skills and needs
- Processing speed and working memory considerations
- Sensory communication differences
This approach goes beyond labels to see the child in front of you and it empowers educators to meet their needs more precisely.
Evidence for a Communication-First Approach
Research consistently shows that communication is a key predictor of academic success and social inclusion. Studies from the Communication Trust and speech and language therapy bodies highlight that:
- Early and tailored communication support improves long-term outcomes
- Interventions matched to individual communication profiles are more effective than generic strategies
- Communication-friendly environments benefit all learners, not just those with identified SEND
A study by Law et al. (2017) (I am proud and honoured to have been a student of Dr James Law 1997–2021; he was my tutor, and I benefited from his guidance and mentorship — his influence still shapes my work today) found that children with identified speech, language, and communication needs (SLCN) are twice as likely to experience difficulties in literacy and academic achievement if their communication needs are not appropriately supported. Similarly, the Better Communication Research Programme (2012) emphasised that communication profiling leads to better-targeted interventions and improved educational outcomes.
Moreover, by focusing on communication, schools are better positioned to support “hidden” needs — those who may not yet have a formal diagnosis but who still face barriers to learning.
Practical Steps for Schools
1. Embed Communication Profiling into Assessments
While some settings have already begun embedding communication profiling, it is not yet consistent practice across the sector. Communication profiling should become a standard part of the SEND assessment process, alongside cognitive and academic measures. It ensures that no child’s needs are overlooked, regardless of diagnosis status.
2. Train Staff Across the Setting
Equip all staff — not just SEND specialists — by providing targeted training on recognising different communication styles, using visual and augmentative supports, adapting classroom language, and implementing practical strategies for inclusive interaction on a daily basis.
3. Adapt Classroom Practices
Use visual supports, structured communication routines, and flexible response options to make learning accessible.
4. Strengthen Family Partnerships
Families hold rich knowledge about their child’s communication. Involving them deeply in profiling and planning leads to better support.
Looking Ahead: Building True Inclusion
Moving from diagnosis to communication profiles is not about disregarding medical insights. It is about recognising that diagnosis is just the beginning, not the end, of understanding a child.
Schools that embrace a communication-first mindset will be better equipped to create genuinely inclusive, empowering learning environments where every child can thrive.
How I Can Help
Through consultancy, training, and strategic support, I help schools:
- Implement communication profiling frameworks
- Train staff to recognise and respond to diverse communication styles
- Design communication-friendly classrooms and support plans
If your school is ready to go beyond labels and unlock the true potential of every learner, get in touch today. Let’s create education systems where communication is everyone’s responsibility and every child’s right.
