We all communicate using a range of different actions, including speaking, using sounds, gesturing, body language and facial expressions. Everyone needs to be able to connect with others, express feelings and emotions, and have their needs met. 

For some young people with CP, controlling their mouth and face muscles may be difficult, which can affect their speech. Contracture of the muscles related to the vocal cords, mouth and face can affect the formation of words, and they may experience other effects, such as grimacing or salivating, or difficulties with eating and drinking. They may also have hearing difficulties.

Throughout the school years, it is important that young people with CP who have speech or language problems can find ways to connect with the people around them. Schools needs to be aware of the student’s CP, and know how they can best support them to communicate effectively with their peers and teachers.

If you’re concerned that your young person is struggling with their ability to communicate, talk to your GP or paediatrician. They can give you a referral to medical or allied health professionals, such as a speech pathologist, who can provide your young person with a comprehensive assessment, physiotherapists or occupational therapists, who can help work out the best communication techniques and technology for them and you to use.

Young people with CP who do not speak or have limited speech become good at using their bodies to communicate, using skills such as sign language and gesturing. There are also many Augmentative and Alternative Communication (AAC) systems available to help improve communication, including touch screens, smartphones, iPads, speech-generating systems and electronic keyboards.

One very common electronic tool is a communication board, which is similar to a tablet. Most of them contain a speech-generating device. The screen can be customised for the young person in any way they choose, including preferences like the language they use.

The board has letters, images, photos and symbols that the young person can point to using their fingers, a pointer or eye-tracking technology. Words are then formed into sentences about complex thoughts that can be understood by others. If the young person has hearing issues, the person they are communicating with can also use the system to generate messages.

Biomedical research and technology engineers are currently looking at how to develop assistive technology that can translate thought to speech, although this is still in development.