Los puntos clave no están disponibles para este artículo en este momento.
Abstract Nonspeaking children often face significant barriers to communication and inclusion in education. Intensive Interaction (II) is a relational, child‐led approach that supports early communication and social engagement through responsive, enjoyable, non‐goal‐oriented interactions. Drawing on semi‐structured interviews with five education practitioners, this qualitative study examines how II is implemented, the challenges practitioners face and its perceived impact on nonspeaking children. Reflexive Thematic Analysis generated four themes: (1) Following Children's Lead: The Art of Attuned Interaction, (2) Relational Foundations for Communication and Learning, (3) Supportive Ethos and Practice Normalise Vulnerability and Promote Professional Development and (4) Reframing the Meaning of Progress. Practitioners described II as an emotionally attuned process grounded in close observation and trust. Reported impacts included increased engagement, emotional regulation and deeper relational connection. Challenges included staffing pressures, institutional constraints and emotional vulnerability. Effective implementation depended on whole‐school cultures that legitimised relational work and fostered a supportive, collaborative ethos among staff. Rather than prioritising measurable outcomes, practitioners reframed progress in terms of reciprocity, emotional presence and relational depth. This research contributes to neuroaffirmative, child‐centred approaches in special education, positioning II as both a communicative method and an ethical stance affirming the dignity and agency of nonspeaking children.
Fazakerley et al. (Mon,) studied this question.