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How to Simplify Communication for Deaf, Neurodivergent, and EAL Individuals
- Jayne Perkins
- Feb 20
- 6 min read
As a child, I naturally learned to communicate inclusively.
I used to watch TV with subtitles on, use a combination of hand gestures, paced speech and tactile objects to communicate and learned how easy misunderstandings can happen. I was fortunate to have an Auntie who was deaf and my family learned so much from her that, at the time, we didn't fully appreciate.
It was just natural. We used to watch as she chatted to her friends and noticed how some of her friends would speak faster, some needed to focus more on lip reading, others needed words written down and so the communication needed to be adapted depending on who you were talking to.
When I trained as a teacher, this was super helpful when working with younger children with English as Additional Language. They too benefited from having objects, images and gestures to help with communication. However, my knowledge and skills were challenged when working with neurodivergent individuals. Suddenly using hand gestures whilst speaking and using objects, could be overwhelming - but the idea was the same - communication needed to be tailored and unique to the individual.
Using observation for planning and assessment, I learned about how impactful the environment can be on communication but also how we can accidentally hinder communication opportunities because of skills and tools we think are good communication practices for everyone. I also learned how effective communication strategies can help individuals holistically. Being able to communicate your needs can reduce frustration, allow for advocacy and contribution and safeguards the individual, so effective communication is vital.
I found that working with children and young people and adapting my communication to meet their needs made them calmer, happier and developed their confidence. We also had a more accurate idea of their ability as often, individuals with low communication output are considered to be lower intellectual ability.
In my current role, effective communication empowers individuals to identify their communication needs to advocate for in different settings including the workplace and social situations which gives them more autonomy.
The greatest lesson I have learned is that there needs to be a shift from the idea that simplifying communication is juvenile or a way to 'dumb it down' - it isn't! Individuals who are adaptive in communication are incredibly skilled.
Clear and accessible communication is essential in both education and the workplace. For individuals who are deaf, neurodivergent, or learning English as an Additional Language (EAL), complex language and unclear messaging can create unnecessary barriers.
Fortunately, small adjustments can make a big difference in ensuring inclusivity and understanding. Here are some simple actions you can take, right now, which can support with communication, but remember, these won't work for everyone. Communication MUST be tailored to the needs of the individual.
Scaling Back the Amount of Words
One of the simplest ways to make communication more accessible is to reduce the number of words used. Long-winded explanations can be difficult to process for many people, particularly those with auditory processing challenges or cognitive differences. Aim for clear, concise language that gets straight to the point. Instead of saying, “It would be really beneficial if you could possibly complete this task by the end of the day,” try “Please finish this task today.”
Being direct can also be supportive of individuals who are autistic. Ensuring that our speech includes key information such as the action, who is responsible and a deadline/date due. I also find it is important to clarify that the individual has understood this by asking them, instead of assuming.
Using Visual Prompts
Visual aids such as symbols, pictures, and diagrams support understanding by providing alternative ways to absorb information. In schools, visual timetables can help neurodivergent students prepare for transitions, while in the workplace, flowcharts and illustrated instructions can make processes easier to follow. Pairing written or spoken instructions with visual cues benefits all learners and workers, especially those who struggle with verbal processing.
In my work, I use 'doodle notes' as a way to note and retain information. I used to be told off for drawing in class but actually, this is the easiest way for me to translate information being said to me in a way that I can refer back to.
Some years ago, I used to draw my children their shopping lists so they could help find items in the shops and tick these off. Now, some stores offer Makaton boards which can be used by ANYONE, not just those with SEND or a hearing impairment.
Drawings and images are not just for children and I have noticed that many neurodivergent individuals benefit from using emojis and colour in their calendars to support with understanding tasks and events.
Supporting Lip Reading
For deaf individuals or those with hearing loss, clear lip reading is crucial for communication. To support this:
Face the person directly and ensure your lips are visible.
Avoid covering your mouth with hands, pens, or clothing.
Speak at a natural pace without exaggerating movements.
Ensure good lighting so that facial expressions and lip movements are clear.
These simple adjustments can make a significant impact on a person’s ability to engage in conversations at school or work.
When my Auntie was in hospital, she really struggled with doctors and nurses who had accents because she struggled to lip read their speech. This meant she was nodding and agreeing but didn't understand what they were actually saying.
It may be worthwhile ensuring that there is an alternative supporting method to lip reading, such as a note pad to write down key words and to gain consent or information from the individual, which is informed.
Limiting Synonyms and Jargon
Varied vocabulary is useful in creative writing, but in everyday communication, it can cause confusion.
Sticking to simple and consistent terminology helps those who are still developing language skills or who struggle with processing different words for the same concept.
For example, rather than using multiple terms like “due date,” “deadline,” or “submission date,” choose one and use it consistently. Similarly, avoid jargon unless absolutely necessary, and if you must use it, provide a clear explanation.
When working in Early Years that, often, we can use a range of statements and words to mean the same thing - only, for individuals with English as Additional Language or neurodivergence, this can be confusing. For example, I once overheard a member of staff tell a child that we use 'kind hands' in our nursery, they later said 'don't hit', this was then followed by 'use your hands nicely' and later was 'the rule is to be good to our friends'.
Without any visual prompt or demonstration, this introduced several ways to describe the same desired outcome, where one would have allowed easier comprehension.
The English language is said to be one of the hardest to learn because of how many different ways we can say one thing. This is worth being aware of and you can support staff, service users and visitors by using consistent terms in contracts, policies, rules and expectations and every day language.
Considering Sensory Arousal
Neurodivergent individuals, such as those with autism or ADHD, may experience sensory sensitivities that impact their ability to focus on communication. Background noise, bright lighting, or even certain textures can be overwhelming. Individuals with hearing impairments may be trying to focus on you but there could be aspects of the environment preventing them from doing so.
To create a more accessible environment:
Provide quiet spaces for conversations.
Reduce unnecessary background noise where possible.
Allow individuals to use noise-cancelling headphones if needed.
Be mindful of strong scents that could be distracting or overwhelming.
Consider the lighting, wall displays and complex patterns on the walls
I used to read a story to children before lunch when I worked in a nursery. There was one child who could never sit still or concentrate - even when it was the story he picked, loved and would otherwise engage with. We tried using tactile resources, puppets and songs but he could not listen or participate. We noticed that, actually, he could smell the lunch being plated up in the kitchen in the room to the side because the top hatch was always open.
For some of my neurodivergent clients, if a conversation is happening behind them in a room, focusing on what is being said directly to them can be very challenging. They may not always be aware that this is the reason they can't focus and berate themselves. As managers and leaders it is worthwhile being aware of this potential barrier in order to support staff.
By being aware of sensory needs, schools and workplaces can foster a more inclusive atmosphere for everyone.
The Impact on Education and Workplaces
Simplified and accessible communication benefits not only those with specific needs but everyone in a learning or professional environment. In schools, it helps students engage with their education, feel included, and develop confidence. In workplaces, it leads to better collaboration, clearer expectations, and a more inclusive culture. Small changes in how we communicate can remove barriers and create spaces where everyone feels valued and understood.
Learn More and Take Action
If you are interested in learning more about accessible communication strategies, keep an eye out for my upcoming online course which provides practical steps and real-world examples to help you implement these approaches effectively. If you would like to join the waiting list for this course, please use this contact form.
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