Childhood Apraxia of Speech: School & Education Hub
Introduction to Education Hub
Here you will find practical information for parents, teachers, SENCOs and education professionals supporting children and young people with Childhood Apraxia of Speech (CAS) at nursery, school and college. Find guidance on classroom support, reasonable adjustments, EHCPs, literacy, AAC, transitions and working with Speech and Language Therapy
Understanding Childhood Apraxia of Speech in Education
What is childhood apraxia of speech?
At Speech Apraxia International – Raising Awareness and Providing Support for Apraxia of Speech Speech Therapy, we provide personalized and evidence-based speech and language therapy services for children and adults. Our goal is to help our clients achieve their communication goals and improve their quality of life.
How Can CAS Affect a Child at School?
Move relevant existing material about communication, participation and educational impact here
Does CAS Affect Learning?
What Might CAS Look Like in the Classroom?
Cover difficulty answering quickly, inconsistent speech, longer words, fatigue, communication pressure and being misunderstood
Supporting a Child with CAS in the Classroom
Giving Children Time to Communicate
Asking and Answering Questions
Asking a child ther preferences is always preferred.Consider how and when the pupil is called upon to answer, they may benefit from going first, last, or having a choice.
Provide non-verbal alternatives such as pointing, writing, using a whiteboard, multiple-choice tick sheets, or using a communication device.
Let the child prepare answers in advance if possible.
Use clear, simple questions and break them down into parts to support understanding and response planning.
Be patient and allow plenty of time for the pupil to respond, without pressure.
Reading Aloud in mi Class
Oral Presentations
Group Work and Classroom Discussions
Group Work and Classroom Discussions
Reducing Communication Pressure
Group Work and Classroom Discussions
Creating a Calm and Supportive Environment
Creating a Calm and Supportive Environment
Creating a Calm and Supportive Environment
A predictable and calm classroom routine can help children with speech apraxia feel more confident when communicating.
Encourage all pupils to take turns speaking and listen without interrupting.
Teach and reinforce good communication etiquette, such as waiting, listening, and using body language.
Avoid drawing attention to errors, focus on what the pupil is trying to communicate, not just how it's said.
Reasonable Adjustments for Childhood Apraxia of Speech
Communication Adjustments
No two children are the same. Don't assume but always check with and talk to the child and their family. Due to the high strain that can be placed on processing, adjustments may extend beyond speech such as extra time, additional information resources and apps that remove organisational stress.
Give the child a choice about whether and how they speak in class. Avoid requiring them to answer aloud, read aloud or speak in front of the class when this creates an unnecessary barrier.
Inclusion may mean communicating in other ways such as gestures, email or app.
Children and young people with Childhood Apraxia of Speech (CAS) may experience barriers at school because speaking can require considerable planning, effort and repetition. A pupil may understand the lesson and know the answer but have difficulty producing speech quickly or clearly enough to demonstrate what they know.
Reasonable adjustments should therefore aim to remove communication barriers without lowering educational expectations. The adjustments required will vary considerably between pupils and should reflect the individual child's communication, learning and participation needs.
In England, schools have a duty under the Equality Act 2010 to make reasonable adjustments for disabled pupils where required. Adjustments can include changes to the way pupils are assessed and the provision of additional support, equipment or services
Classroom and Curriculum Adjustments
A pupil with CAS should be given opportunities to communicate without unnecessary pressure. Speaking should not be treated as the only acceptable way of demonstrating understanding.
Helpful adjustments may include:
Give the pupil sufficient time to finish what they are saying.
Avoid finishing sentences for them unless they indicate that they want help.
Avoid repeatedly asking the pupil to say a word again simply because their speech was unclear.
Allow responses through speech, writing, gesture, pointing or AAC where appropriate.
Establish an agreed way for the pupil to indicate that they have not been understood.
Ask for clarification sensitively rather than pretending to understand.
Reduce unnecessary speaking demands when the purpose of the activity is not to assess speech.
Allow the pupil to decide whether they wish to speak in some high-pressure situations.
Avoid drawing unnecessary attention to speech errors in front of peers.
Ensure communication difficulties are not mistaken for lack of knowledge or understanding.
Where a pupil uses Augmentative and Alternative Communication (AAC), it should be readily available rather than reserved for occasions when speech has completely broken down
Tests and Assessments
Assessment arrangements should allow a pupil with CAS to demonstrate what they know, rather than unintentionally measuring how easily they can produce speech.
Depending on the pupil and the assessment, reasonable adjustments might include:
additional time where communication difficulties make completing the assessment slower;
written rather than spoken responses where this does not alter what is being assessed;
use of AAC or other established communication methods;
alternative arrangements for oral assessments;
additional preparation time;
completing speaking activities individually rather than in front of a class where appropriate;
providing an appropriate environment with reduced background noise and distractions.
For formal examinations, schools should consider access arrangements well in advance. These are not simply awarded because a pupil has a CAS diagnosis. Arrangements need to reflect the candidate's needs, evidence and normal way of working, and must comply with the rules applying to the particular qualification. JCQ publishes current guidance for schools and colleges
Oral Presentations and Speaking Tasks
Presentations can place a disproportionately high demand on a pupil with CAS. A pupil may understand a subject extremely well but find producing a long sequence of planned speech difficult, particularly when under pressure.
The objective of the activity should therefore be considered. If the purpose is to assess knowledge of history, science or another curriculum subject, speech difficulties should not prevent the pupil demonstrating that knowledge.
Possible adjustments include:
presenting to the teacher rather than the whole class;
presenting to a smaller group;
using slides containing additional written information;
pre-recording some or all of a presentation;
using AAC during a presentation;
allowing another pupil or adult to read selected sections;
combining speech with video, text or other media;
providing additional preparation time;
reducing unnecessary time pressure;
allowing the pupil to answer follow-up questions in writing where appropriate.
Where spoken communication is itself an essential part of what is being assessed, adjustments need to preserve the purpose and integrity of that assessment.
Additional Processing and Response Time
A child with CAS may know exactly what they want to say but need additional time to plan and produce the required sequence of speech movements. Rapid classroom questioning can therefore place them at a disadvantage.
Teachers can help by:
allowing additional time after asking a question;
avoiding immediately repeating or rephrasing a question because the pupil has not answered;
warning the pupil before asking them to contribute where appropriate;
providing questions or discussion topics in advance;
avoiding rapid-fire questioning;
giving sufficient time to use AAC;
allowing pauses during longer spoken responses;
checking whether fatigue affects speech later in the school day.
Silence should not automatically be interpreted as not knowing the answer.
Teachers should also distinguish between the time required to understand a question and the time required to formulate and physically produce a spoken response.
Staff Awareness and Training
A reasonable adjustment is unlikely to work if only one member of staff knows about it.
Relevant teachers, teaching assistants and support staff should understand the pupil's individual communication needs. Information should be shared appropriately when the child changes class, receives a new teacher or works with unfamiliar staff.
Staff should understand that CAS is a motor speech disorder and that difficulty producing speech should not automatically be interpreted as limited understanding, unwillingness to participate or poor behaviour.
Useful measures include:
an individual communication passport;
a short written description of the pupil's communication needs;
agreed strategies for communication breakdown;
guidance from the child's Speech and Language Therapist;
information about AAC where used;
agreed reasonable adjustments recorded within school support plans;
staff training about CAS;
ensuring supply and temporary staff can access essential communication information.
Apraxia Kids provides teacher guides and classroom materials specifically intended to help schools understand CAS
Work Experience and Educational Visits
Communication needs do not stop at the school gate. Work experience, residential trips, educational visits and other activities should be planned so that pupils with CAS can participate safely and as independently as possible.
Before work experience or an educational visit, schools should consider:
how the pupil will communicate with unfamiliar adults;
whether the placement understands the pupil's communication needs;
access to AAC throughout the activity;
ensuring AAC devices can be charged;
emergency communication arrangements;
alternative methods for giving a name, address or important information;
communication cards or information stored on a phone or device;
whether telephone communication forms part of the placement;
additional time for interviews or spoken tasks;
appropriate staff support without unnecessarily reducing independence;
how the pupil can ask for help if they are not understood.
For work experience, the pupil should be involved in deciding what information about CAS they want shared and how it should be explained.
The aim should be meaningful participation rather than excluding the pupil from an activity because communication requires additional planning.
UK SEND, Legal Rights & Reasonable Adjustments Resources
SEND Code of Practice: 0–25 Years — Department for Education
https://www.gov.uk/government/publications/send-code-of-practice-0-to-25�
The main statutory SEND guidance for England, covering SEN Support, EHC plans and the responsibilities of schools and local authorities.
SEND: Guide for Schools and Alternative Provision Settings — Department for Education
https://www.gov.uk/government/publications/send-guide-for-schools-and-alternative-provision-settings�
Practical government guidance for schools on identifying and supporting pupils with SEND.
Help if You Have a Disabled Child: Education — GOV.UK
https://www.gov.uk/help-for-disabled-child/education�
Explains education support for disabled children and schools' responsibilities to make reasonable adjustments.
Disability Rights: Education — GOV.UK
https://www.gov.uk/rights-disabled-person/education-rights�
Explains disability discrimination, educational rights and the legal basis for reasonable adjustments
Exams, Assessments & Specialist SEND Support
Access Arrangements and Reasonable Adjustments — JCQ
https://www.jcq.org.uk/exams-office/access-arrangements-and-reasonable-adjustment
Important guidance for schools considering access arrangements for GCSEs and other formal qualifications, including pupils whose communication difficulties affect assessment.
JCQ Supplementary Guidance: Access Arrangements and Reasonable Adjustments
https://www.jcq.org.uk/knowledge-hub/supplementary-guidance-aara/�
Additional information about applying reasonable adjustments and access arrangements during formal assessments.
SEND: Guide for Early Years Settings — Department for Education
https://www.gov.uk/government/publications/send-guide-for-early-years-settings
Guidance for nurseries and other early-years settings supporting young children with SEND.
Experts at Hand: What Mainstream Settings Need to Know — Department for Education
Information about specialist expertise available to mainstream education settings, including Speech and Language Therapy
Childhood Apraxia of Speech: Teacher & Classroom Resources
Childhood Apraxia of Speech: Teacher & Classroom Resources
Resources for Schools — Apraxia Kids
https://www.apraxia-kids.org/downloads-and-printables/for-schools
CAS-specific resources designed for teachers, schools and families supporting children with Childhood Apraxia of Speech. Includes teacher information, classroom materials and resources that families can share with education staff.
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Childhood Apraxia of Speech: Teacher & Classroom Resources
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SEND, SEN Support & EHCPs in the UK
SEND, SEN Support & EHCPs in England
What does the SEND code of practice say?
SEND, SEN Support & EHCPs in England
This section relates specifically to the education system in England. Educational support systems and terminology differ internationally.
What is an EHCP?
What does the SEND code of practice say?
SEND, SEN Support & EHCPs in England
An EHCP stands for an Education, Health and Care Plan. It is a legal document used in England for children and young people (from birth up to age 25) who have complex special educational needs and disabilities (SEND). It outlines their specific needs and the extra support they must receive when standard school help is not enough
The SEN framework is a framework to support a child in school who has ‘special educational needs’. This often includes a child who has a speech sound disorder,. In fact the SEN framework applies from birth to age 25
What does the SEND code of practice say?
What does the SEND code of practice say?
Advice from a speech and language therapist
For Childhood Apraxia of Speech (CAS), the SEND Code of Practice states that Speech and Language Therapy (SLT) should usually be recorded as special educational provision in the EHCP, as communication is essential for learning (Section 21, Children and Families Act 2014).
Under paragraph 4.40, SLT and other therapies (e.g., OT, physiotherapy) must be treated as special educational provision where they educate or train a child.
The Clinical Commissioning Group (CCG) must commission services to meet the reasonable health needs of children with SEN or disabilities (Sections 26 & 37, Children and Families Act 2014).
Health provision must be agreed in time for inclusion in Section G of the EHCP.
For CAS, intervention is often intensive, specific, and educationally critical, meaning provision should normally be recorded in Section F for enforceable delivery.
Joint commissioning and agreement between the local authority, health, and social care partners is essential to secure appropriate provision.
EHC plans, EHC needs assessments and SEND Tribunal appeals
Do you need a template for a letter? - try IPSEA
Template letters for families of children with SEND
Advice from a speech and language therapist
Advice from a speech and language therapist
SmallTalk Speech and Language Therapy has some great advice-We make sure our EHCP reports are as tight as possible, which means they are hard to argue against. So, now a couple of local authorities are saying that because we didn't observe in school, the reports are invalid and they don't have to accept them. Just so you are all aware:A speech and language therapist’s (SLT's) report can and should still be accepted, even if the therapist did not observe the child in school, for several important reasons:
1. Clinical assessments are valid in any appropriate setting
• SLTs are trained to assess speech, language, and communication in any quiet, distraction-free environment where the child can engage (e.g. clinic, home, remote).
• In fact, observing a child outside of the stressors of school may give more accurate insight into their communication potential and profile, especially for children who mask, shut down, or become dysregulated at school.
2. Standardised and structured tools are valid regardless of setting
• Standardised assessments (like CELF-5, CCC-2, BPVS, etc.) are designed to be administered consistently, not school-specific.
• The SLT’s professional interpretation of these tools is based on norms, not on location.
3. Clinical interviews and background information provide contextual understanding
• SLTs gather detailed input from:
o Parents/carers
o School staff
o Other professionals
• These sources offer insight into how the child functions in school, even without an in-person observation.
4. Some children cannot be meaningfully assessed in school
• For children with high anxiety, demand avoidance, or sensory sensitivities, school observations might not show their true abilities.
• In such cases, home or clinic assessments are more appropriate and still professionally valid.
5. Therapists follow HCPC and RCSLT professional standards
• SLTs are legally and ethically bound to provide accurate, evidence-based reports.
• Their conclusions must be based on all available data, including:
o Direct assessment
o Observations (in any setting)
o Reports from others
o Background history
What evidence do I need for an EHCP? Previous Speech and Language Reports?
Evidence Required for EHCP Application
1. Speech Pathology Reports
Latest Speech Pathology Assessment (current)
Previous Speech Pathology Assessment(s) and Progress Reports
2. Supporting Professional Reports
Occupational Therapy (OT) report
Psychologist’s report
Paediatrician’s report
School/Kindergarten report
3. Therapy Plan & Delivery
Individual therapy plan (e.g., DTTC approach, frequency & intensity, e.g., multiple sessions per week)
Evidence of progress towards therapy goals
4. Functional Impact Evidence
Teacher/nursery report on communication, learning and participation challenges
Early Intervention Teacher reports (e.g., Brigance Early Childhood Screening results)
Parent statement on how Childhood Apraxia of Speech (CAS) affects daily life, learning, and communication
Short video clips showing child’s speech before and after therapy
5. Reference & Support Material
CAS Evidence Brief
Apraxia Kids fact sheets
Speech Pathology Australia CAS Clinical Guideline
RCSLT CAS Guidelines
Council for disabled children guide
EHCP Exempla
Do I need an EHCP to get support at school?
No, you do not need an Education, Health and Care Plan (EHCP) to get school support.
Most children with special educational needs receive help through standard school resources, known as SEN Support, without needing a formal legal plan.
When SEN Support is Enough
The school uses its own standard budget and staff to help.Teachers make small changes to lessons or classroom setups.Children get short-term extra help with reading, writing, or behavior.
When an EHCP is Needed
A child has deep, complex, or long-term needs.Standard school help is not working.The school needs extra funding or outside experts (like speech therapists) that go past normal school limits.You want to apply for a specialist school
Useful resources
Due to the rarity of CAS, there are few specific EHCP websites. However, some of the stammering resources can be useful.
Stammering Law is an excellent website outlining law in a simalar area.
https://www.stammeringlaw.org.uk/education/schools/special-educational-needs-sen/
IPSEA have a great website with loads of EHCP information, forms and templates
https://www.ipsea.org.uk/pages/category/education-health-and-care-plans
Royal College of Speech and Language Therapist guidance on EHCPs
UK Government webpage for EHCPs/SEND
https://www.gov.uk/children-with-special-educational-needs/extra-SEN-help
What is a Special educational needs coordinator (SENCO)?
SENCo stands for Special Educational Needs Coordinator. You may hear the name referred to in full, as its acronym (sometimes also written as SENDCo, standing for special educational needs and disabilities coordinator), or as SEN Coordinator.
SENCos are members of teaching staff who are responsible for special educational needs within a school. Every school in the UK is required to have a SENCo to ensure that every child who has SEN are supported as well as to help them reach their full educational potential
Reading, literacy and CAS
Reading, Literacy and Childhood Apraxia of Speech
Literacy development should be considered as part of the wider support provided to children with Childhood Apraxia of Speech (CAS). Although not every child with CAS will develop reading or spelling difficulties, research indicates that children with CAS are at increased risk of literacy difficulties and that these can persist into later school years. A 2024 systematic scoping review identified poorer literacy outcomes in children with CAS compared with typically developing children and, frequently, children with other speech disorders. �
DOI +1
Speech, language and literacy are closely connected. For this reason, progress in reading, spelling, phonological awareness and language should be considered alongside progress in speech.
Does CAS Affect Reading and Spelling?
CAS primarily affects the planning and programming of movements required for speech, but its impact can extend beyond spoken communication. Children with CAS are considered at increased risk of difficulties with phonological awareness, decoding, reading and spelling.
The degree of difficulty varies considerably. Some children with CAS learn to read and spell successfully, while others require significant additional support. The presence of CAS should therefore be viewed as a risk factor rather than a prediction that a child will have a reading disorder.
Reading requires children to develop reliable relationships between the sounds of spoken language and their written representations. Difficulties establishing and manipulating speech-sound information can consequently make learning these relationships more challenging.
Importantly, improving speech production alone should not be assumed to resolve literacy difficulties. Research has highlighted the importance of addressing speech, phonological awareness and literacy together when these areas are affected
CAS and Phonological Awareness
Phonological awareness is the ability to recognise and manipulate the sound structure of spoken language. It includes awareness of words, syllables, rhyme and individual speech sounds or phonemes.
Phonemic-awareness skills include being able to:
identify the first or final sound in a word;
blend separate sounds to make a word;
segment a word into its individual sounds;
identify words that rhyme;
manipulate or delete sounds within words.
These abilities are particularly important when children learn to read and spell.
Research comparing children with CAS with children with inconsistent speech disorder and typically developing children found poorer phonological-awareness performance in the CAS group. �
PubMed
This is important because of the alphabetic principle: written letters and letter combinations (graphemes) represent the sounds of spoken language (phonemes).
A child therefore needs to learn not simply the names of the alphabet's letters but how the speech-sound system connects with written language.
For children with CAS, phonological awareness should be monitored rather than assuming that successful speech therapy will automatically result in the development of these skills
Recognising Early Literacy Difficulties
Early identification gives schools, families and Speech and Language Therapists an opportunity to provide support before literacy difficulties become entrenched.
Possible warning signs include:
persistent difficulty learning grapheme–phoneme correspondences;
difficulty recognising common spelling patterns;
slow or inaccurate decoding when sounding out words;
difficulty blending sounds to produce words;
difficulty segmenting words into individual sounds;
difficulty identifying or manipulating sounds within words;
slow recognition of familiar printed words;
slow or inaccurate reading of connected text;
difficulties with spelling;
difficulty understanding what has been read;
word-finding difficulties;
continuing phonological errors in spontaneous speech.
Attention should also be given to wider language skills. Difficulties involving vocabulary, morphology, syntax, complex grammar and narrative/discourse can create additional barriers to reading comprehension and written language.
The emotional impact matters too. Repeated difficulties with reading aloud, spelling or written work can affect confidence and willingness to participate.
Children with CAS can show early weaknesses that subsequently manifest as literacy difficulties in later school years, supporting the case for monitoring literacy from the beginning of formal education rather than waiting for substantial failure
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Starting nursery and primary school
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Advice for teachers and childcare staff
What are reasonable adjustments?
Reasonable adjustments are changes made by a setting to remove disadvantage due to their disability. It can be as simple as allowing them to wear a name badge on school trips to adjusting a school timetable. Various legislation covers this area.
How can we make speaking and communication easier at school?
Children with Childhood Apraxia of Speech (CAS) should be able to participate in school without being placed under unnecessary pressure to speak or being disadvantaged because their speech is difficult to understand.
Reasonable adjustments may include:
Give the child a choice about whether and how they speak in class. Avoid requiring them to answer aloud, read aloud or speak in front of the class when this creates an unnecessary barrier.
Ask the child what helps. Children should be involved in decisions about their communication and reasonable adjustments wherever possible.
Allow AAC (Augmentative and Alternative Communication). AAC should be available even when a child can speak. It can supplement speech when they are not understood or when speaking becomes particularly difficult.
Make practical provision for AAC. This includes access to the device throughout the school day, somewhere to charge it, reliable internet where required, and appropriate technical support.
Train staff and the child to use AAC effectively. Communication partners need to understand the child's system rather than expecting the child to manage it alone.
Provide additional processing and response time. Avoid rushing the child, finishing their sentences or repeatedly asking them to start again.
Accept different ways of responding, including speech, AAC, writing, pointing, gesture, visual choices or a combination of methods.
Avoid unnecessary public correction of speech. Speech errors should not become a source of embarrassment or draw unwanted attention to the child.
Reduce background noise where possible, particularly when the child needs to communicate important information.
Agree discreet ways of requesting help, particularly when the child may struggle to communicate quickly in a busy classroom.
How can learning, tests and school activities be made fair?
Additional time for assessments involving speech, recognising that formulating and producing spoken responses may take considerably longer.
Alternatives to traditional spoken presentations, such as presenting individually to the teacher, using AAC, submitting a recorded presentation, incorporating text-to-speech, or combining speech with written and visual material.
Alternative methods of assessment where spoken performance is not itself the skill being assessed.
Do not penalise speech errors when assessing knowledge of another subject.
Provide vocabulary and key terminology in advance, particularly where lessons introduce unfamiliar or complex words.
Use written and visual information alongside spoken instructions, including visual schedules, written keywords and demonstrations.
Consider the demands of work experience placements. The school or college should discuss communication needs with the child and placement provider and ensure appropriate adjustments and support are available.
Address bullying and exclusion. Schools should respond to teasing, imitation of speech, speaking over the child or deliberately excluding them from conversations.
Consider fatigue and communication effort. Speaking can require considerable concentration and repeated attempts for some children with CAS, particularly during demanding activities
Top tips for parents to enable teachers to effectively help your child
Consider preschool visit
meet SENCO before starting
Share CAS reports/information
Provide low-tech AAC alongside high-tech. (if used)
Send information on CAS as awareness is low
Resources for Students and Educators - National Institute of Mental Health (NIMH)
Highman, C., Wylie, K., Overby, M., Leitão, S., Thilakaratne, R., & McCabe, P. (2025). “I just want him to be understood”: Parent perspectives of the long-term desired outcomes and experiences of early intervention for children with childhood apraxia of speech. American Journal of Speech-Language Pathology, 1–16. https://doi.org/10.1044/2025_A
What additional support and planning should the school provide?
What additional support and planning should the school provide?
Reasonable adjustments work best when they form part of a coordinated approach rather than depending on individual teachers knowing what to do.
Schools should consider:
CAS-specific training for teaching and support staff. Staff should understand what Childhood Apraxia of Speech is, how it can affect communication and participation, and how they can support the individual child.
A written communication profile or support plan explaining the child's preferred communication methods, useful strategies, AAC provision and adjustments.
Regular communication with the child's Speech and Language Therapist (SLT) so that relevant strategies can be supported across the school environment.
Consistency across staff and subjects. Adjustments should not disappear when the child changes teacher, classroom or school year.
Planning for transitions, including movement between primary and secondary school, further education and work experience.
Consideration of an Education, Health and Care Plan (EHCP) where the child's special educational needs require provision beyond what would ordinarily be available through SEN support.
Appropriate funding and provision identified through the EHCP process, where an EHCP is required, so that specified communication support can actually be delivered.
Regularly review adjustments with the child and family. Communication needs can change with age, increasing academic demands and different social situations.
The central principle should be that a child with CAS is assessed on their knowledge and abilities rather than on how easily or quickly they can produce speech. Reasonable adjustments should increase participation and independence rather than simply requiring the child to work harder to overcome a communication barrier.
Useful resources for school staff
What additional support and planning should the school provide?
RIS resource locator
https://iris.peabody.vanderbilt.edu/resources/iris-resource-locator/
Training, resources, case studies Implementation Resources | High-Leverage Practices
Handouts, training and resources
Resources for Students and Educators
The National Institute of Mental Health (NIMH) offers a variety of learning resources for students and teachers about mental health and the brain
Advice for nursery and school supporting children with CAS
Working together to enable kids to have a great experience at school.
School-Reading Aloud and Oral Presentations
Reading Aloud and Oral Presentations
Give extra time for the pupil to practice individually or in a small, supportive group.
Offer alternatives to live speaking tasks, such as pre-recorded videos or using speech-generating devices or AAC (Augmentative and Alternative Communication) tools where appropriate.
Suggest paired reading with a peer or reading aloud to a younger sibling or small group to build confidence.
Allow the pupil to complete speaking tasks with a familiar adult, such as a member of the inclusion team, who can support the use of speech and language strategies effectively.
School-Creating a Calm and Supportive Environment
School-Creating a Calm and Supportive Environment
A predictable and calm classroom routine can help children with speech apraxia feel more confident when communicating.
Encourage all pupils to take turns speaking and listen without interrupting.
Teach and reinforce good communication etiquette, such as waiting, listening, and using body language.
Avoid drawing attention to errors—focus on what the pupil is trying to communicate, not just how it's said.
Moving to secondary school top tips
School-Creating a Calm and Supportive Environment
Have you just started secondary school (or high school)? Or are you about to? It can feel exciting, but also a bit scary. There are new people to meet, more teachers, and new situations where you might need to speak or be understood.
If you have speech apraxia, some parts of school might feel harder – but with the right support, you can thrive. Here are some tips that might help you:
Postsecondary Transition Planning
Find your support network
- Have any of your friends from primary school started at your new school too? Stick together familiar faces can make things easier.
- Find out if there’s a Student Support, Pastoral Care, or Welfare Team at your new school. They are there to help you if you’re worried.
Join clubs or activities
- Doing things you enjoy makes it easier to meet new friends. Look at noticeboards or ask at reception what’s on offer – drama, art, sport, music, coding, debating, or something new!
Focus on your strengths
- Everyone has things they find tricky, but you also have unique talents and skills. Notice what you’re good at, and let yourself shine in those areas.
Keep doing the things you love
- Whether it’s drawing, football, gaming, or music, making time for hobbies outside school can help you relax and feel good.
Stretch your comfort zones
- Some things about secondary school may feel confusing at first. Try to see them as new challenges to figure out, step by step.
Volunteer or help out
- Helping with school clubs, library duties, or events can build your confidence and help you feel part of the school community.
Getting support for speech apraxia
If you feel comfortable, talk to your teacher about your speech apraxia. Teachers want you to feel happy and confident in school.
You could explain:
- Sometimes it takes longer to get your words out.
- Reading aloud, answering quickly, or doing presentations may be harder.
- Extra time, visual supports, or knowing questions in advance can make things easier.
You might:
- Ask a parent or your speech & language therapist to speak with teachers if you’d rather not explain yourself.
- Find out if your school has a key person (like a SENCO or Learning Support teacher) who can help set things up.
Other Ways to Get Support
- Notice what teachers and friends do that helps you most – then tell them.
- Talk to your parents or carers about how you’re feeling.
- Ask your speech & language therapist for ideas on strategies that work for you in class.
Things to Keep in Mind
- It’s okay if speaking feels hard sometimes – it’s not your fault.
- You might have days where you feel confident and others where you feel low. That’s normal.
- Everyone is nervous about starting secondary school, not just you.
- Be brave when you can, but also be kind to yourself when you need a break.
- The more you try new things, the easier and more comfortable they will feel
Social and emotional support
Build your confidence and self-esteem | Childline
RULER is an approach to social and emotional learning (SEL) that teaches emotional intelligence to people of all ages,
Mental Health Directory
Mental Health Support Network provided by Chasing the Stigma | Hub of hope
Collaborative and proactive solutions
School assessment for counselling need
MCARS Assessment: Start Your Student Evaluation Here
Supporting access to school teaching-reading and writing
Reading difficulties in children with childhood apraxia of speech.
Reading difficulties in children with childhood apraxia of speech.
Reading difficulties in children with childhood apraxia of speech.
Some children with speech sound disorders may have issues learning to read, although not all do. Reading relies on strong phonological awareness, the ability to recognise, identify and manipulate the speech sounds within words. Because CAS affects the planning and programming of speech movements, children may have less accurate or stable internal representations of speech sounds. This can make it more difficult to connect spoken sounds (phonemes) with written letters (graphemes), affecting decoding, spelling and reading development. Early intervention that combines speech production with phonological awareness and literacy instruction can help reduce the impact on later reading skills.
Red flags of reading issues
Sustained difficulty learning grapheme-phoneme correspondences (GPC). •Sustained difficulty recognizing spelling patterns.
Slow and inaccurate decoding when sounding out words.
Fuzzy phonological representation for words.
Word finding problems in spontaneous speech.
Phonological errors in spontaneous speech.
Difficulty or slow at recognizing familiar words in print.
Slow and inaccurate reading at the text level.
Problems in reading comprehension.
Low self-esteem associated with negative experiences about reading/writing.
Weakness in:vocabulary, morphosyntax, complex grammar, narrative/discourse,
Early Identification and Assessment
Reading difficulties in children with childhood apraxia of speech.
Reading difficulties in children with childhood apraxia of speech.
Identify speech sound difficulties as early as possible.
Monitor speech intelligibility.
Consider effects on reading and spelling.
Screen phonological awareness skills.
Assess hearing, oral structure and speech development.
Use dynamic assessment where appropriate.
Do not delay assessment while providing intervention.
Recognise children at risk of literacy difficulties
Classroom Strategies-Sound Walls and vowel valleys resources
Reading difficulties in children with childhood apraxia of speech.
Classroom Strategies-Sound Walls and vowel valleys resources
Use Sound Walls instead of Word Walls
Introduce one speech sound at a time Build the Sound Wall gradually
Use articulation mirrors
Include daily sound practice
Use pacing boards
Incorporate speech practice into classroom routines
Provide small-group or co-taught intervention where appropriate
Sound walls The Science of Reading and Sound Walls: Why Sound Walls Matter | Lexia
Tools for Reading – Webinar Sound Walls
Louisiana Literacy Sound Wall Resources
Colorado Department of Education Sound Wall Resources
Early intervention- key important points
Early intervention- key important points
Classroom Strategies-Sound Walls and vowel valleys resources
Start therapy during the early developmental years.
Use speech-to-print approaches.
Combine speech production with phonological awareness.
Teach articulation alongside literacy.
Use explicit, structured teaching.
Provide intensive, time-limited intervention where appropriate.
Monitor progress regularly. Increase support when needed.
WETA Reading Rockets | The Development of Phonological Skills
Home and school collaboration
Early intervention- key important points
Home and school collaboration
Work closely with teachers, parents and caregivers
Explain the stages of intervention and expected progress
Model correct speech production techniques
Encourage positive feedback rather than repeated correction
Build speech practice into everyday routines
Send home enjoyable practice activities
Use games, reading and everyday conversations to reinforce speech sounds
Encourage frequent, short practice sessions
Focus on functional communication
Review progress regularly and celebrate success
The Alphabetic Principle
Early intervention- key important points
Home and school collaboration
The Alphabetic Principle is the idea that letters (graphemes) and letter patterns (phonics) represent the sounds of spoken language (phonology including phonological awareness). The alphabetic principle is not about the 26 letters. Its about the 44 phonemes and the ways they can be represented by a letter or combination of letters.
The first 6-8 weeks of the first year of school all of the sounds and the corresponding names of letters (upper and lowercase) should be taught focusing on one new letter name every 1-2 days reviewing previously taught letters before introducing new ones
Free resources to test reading skills in individuals with speech apraxia
Bird, J., Bishop, D. V., & Freeman, N. H. (1995). Phonological awareness and literacy development in children with expressive phonological impairments. Journal of speech, language, and hearing research, 38(2), 446-462.
The appendix of this paper has an assessment tool word list.
Giillon's assessment Probes
Giillon's assessment probes are valid and reliable criterion-referenced tools designed by Professor Gail Gillon to monitor children's development in phonological awareness, rhyme, and phoneme skills (typically for ages 5 to 8). They help educators and speech-language pathologists evaluate the effectiveness of phonological awareness interventions
.Core Components
Rhyme Detection / Odd-One-Out Tasks: Evaluates a child's ability to identify words that do not rhyme within a spoken set (using visual picture cues like a clown character).
Phoneme Isolation: Tests whether a child can pinpoint a specific sound in a word (identified as generally the easiest phonemic task).
Phoneme Blending: Measures the ability to combine separate sounds together to form a recognizable spoken word.
Phoneme Deletion: Assesses capability in removing a specific phoneme from a word to state what remains..
Phoneme Segmentation: Examines the skill of breaking a whole word down into its individual sequential sound units
Gail Gillon Resources Phonological Awareness
Gail Gillon Resources Phonological Awareness
Phonological awareness resources
Professor Gail Gillon is well known internationally for her research in reading disorders and preventing reading difficulties for young children at risk. From articles to videos, check out these phonological awareness resources.
Phonological awareness, memory and retrieval
Phonological memory -Assessment- Non word repetition test
Nonword repetition tasks require skills necessary for language learning, including auditory processing, working memory, and organization of articulatory output
Access the test here
https://www.leadersproject.org/2015/03/16/nonword-repetition-assessment-task/
Dollaghan & Campbell (1998) Non word
repetition test
Phonological memory -Assessment- Syllable repetition test
Phonological memory is the ability to hold an manipulate sounds in working memory.
Syllable repetition task
Shriberg et al (2009)
Administration and scoring manuals
https://phonology.waisman.wisc.edu/administration-scoring-materials/
Phonological retrieval
Phonological retrieval
Frequently asked questions
Does childhood apraxia of speech affect learning?
CAS primarily affects the planning and coordination of movements needed for speech. It does not automatically mean a child has learning difficulties. However, speech, language, literacy and classroom participation difficulties can affect access to learning, so appropriate support is important.
Can a child with CAS receive an Education, Health and Care Plan (EHCP)?
Yes. In England, a child with CAS may receive an Education, Health and Care Plan (EHCP) if their special educational needs require provision beyond what would normally be available through SEN Support. Eligibility is based on the child's individual needs rather than the diagnosis of CAS alone.
Should a child with CAS be made to read aloud?
Always ask a child what they prefer. Children with CAS should not routinely be forced to read aloud if speaking in front of others causes significant difficulty, anxiety or prevents them demonstrating their reading ability. Schools can consider alternative ways of assessing reading while still supporting speech and literacy development.
Can a child with CAS use AAC at school?
Yes. Augmentative and Alternative Communication (AAC) can support children with CAS to communicate, participate in lessons and demonstrate their knowledge. AAC can be used alongside speech and does not prevent the continued development of spoken communication
Can CAS effect spelling and reading?
Some children with CAS experience difficulties with phonological awareness, reading, spelling and written language, although this is not universal. Literacy development should therefore be monitored and additional assessment or support provided where difficulties emerge.
What reasonable adjustments can schools make for CAS?
Adjustments may include additional response time, alternatives to speaking in front of the class, access to AAC, reduced communication pressure, appropriate assessment arrangements and ensuring speech difficulties do not unfairly affect assessment of knowledge in other subjects. Adjustments should reflect the individual pupil's needs.
What should teachers know about childhood apraxia of speech?
Teachers should understand that CAS is a motor speech disorder. A child may know exactly what they want to say but have difficulty producing the required speech movements accurately and consistently. Giving extra time, reducing pressure and providing alternative ways to communicate can make classroom participation much easier.
Can speech therapy be included in Section F of an EHCP?
Yes. Where Speech and Language Therapy is required to educate or train a child or young person, it can be specified as special educational provision in Section F of an EHCP. Provision should be clearly described and, where appropriate, quantified rather than relying on vague wording.
Can a speech and language therapist provide therapy at school within school hours?
Sometimes larger or specialist schools will employ an SLT/P, but they might not have CAS experience or capacity. There is no current SLT provision in many schools and the ability to provide covercan be patchy.