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This dissertation explores how education practitioners use intensive interaction to support nonspeaking children in specialist school settings. Nonspeaking children often face significant barriers in education, particularly when traditional models of teaching and assessment prioritise formal means of communication and academic outcomes. Intensive interaction offers an alternative approach, focusing on early social communication through nonverbal, relational interactions that follow the child’s lead. The aim of the research was to understand how and why practitioners implement intensive interaction, the challenges they encounter, and the impact they believe intensive interaction has in supporting nonspeaking children. The research involved five education practitioners working in specialist settings in the UK. All participants had experience using intensive interaction as part of their daily practice with children who do not use spoken language to communicate. Semi-structured interviews were used to collect in-depth data about their experiences and perspectives. The data were analysed using Reflexive Thematic Analysis, which allowed for the development of rich, interpretive themes. Four main themes were identified: 1. Following Children’s Lead: The Art of Attuned Interaction- Practitioners described intensive interaction as a responsive, child-led process grounded in close observation and emotional attunement. 2. Relational Foundations for Communication and Learning- intensive interaction was seen as essential for building trust, emotional connection, and the foundations for further learning. 3. Supportive Ethos and Practice Normalise Vulnerability and Promote Professional Development- The success of intensive interaction depended on school cultures that valued relational work and provided staff with the support, confidence, and emotional safety needed to engage deeply in child-led, attuned practice. 4. Reframing the Meaning of Progress- Practitioners challenged traditional, target-driven models of assessment by advocating for a more personalised understanding of progress, grounded in trust, connection, and relational responsiveness. The findings align with existing research that supports relational approaches in special education. However, this study adds a deeper understanding of how intensive interaction is experienced from the practitioner’s perspective and highlights the emotional and ethical dimensions of working in this way. Practitioners described intensive interaction not just as a technique, but as a way of being with the child, one that centres dignity, presence, and mutual respect. The dissertation concludes by recommending: Greater recognition of nonverbal communication in assessment frameworks and educational planning. Systemic support for relational approaches like intensive interaction through leadership, training, and school culture. The inclusion of practitioner expertise in multidisciplinary discussions about nonspeaking children’s progress and support. Overall, this study positions intensive interaction as more than just a communication approach, but as a relational and ethical practice that affirms the agency, dignity, and communicative identity of nonspeaking children.

This research has potential benefits for a wide range of stakeholders involved in the education and care of nonspeaking children. Teachers and education practitioners may benefit by gaining deeper insight into the value of intensive interaction as a valid and meaningful way to support communication. The findings reinforce the importance of trusting relational intuition, observing carefully, and valuing small but significant moments of connection. For practitioners already using intensive interaction, the research may validate their approach and offer language to articulate its impact more clearly. School leaders and policymakers may be encouraged to consider how current assessment systems and performance frameworks could be expanded to include relational and affective dimensions of progress. The study suggests that meaningful outcomes, such as trust, shared attention, and emotional well-being, should be actively recognised and supported. Families and parents may also benefit from understanding how nonspeaking children are engaging and communicating in ways that go beyond speech or structured systems like PECS. For parents who feel uncertain about less visible forms of progress, this research can offer reassurance that relational connection is a vital and legitimate part of their child’s development. Ultimately, this study contributes to broader cultural and educational conversations around inclusion, neurodiversity, and the rights of nonspeaking children who are educated in specialist settings. It supports a shift away from deficit-based models of communication and towards neuroaffirmative, child-centred approaches. These findings could influence training for new teachers, guide the development of inclusive policy, and support advocacy for more flexible, person-centred educational practices.