This article presents a literature review that explored communication partners’ experiences of listening or attending to people with severe or profound intellectual disabilities during interactions. Findings suggest that the context in which the interaction takes place, and the role of the communication partner, influences the structure of the interaction. Additionally, an optimal balance between communication partner sensitivity to the person’s communication behaviours, and knowledge of the person, is valuable when listening to and attempting to understand what the person is expressing. The authors make recommendations for research, practice and education to support and develop the evidence base and practice in this area of learning disability nursing.