Transcript Communication Friendly Schools Sally Millar

Communication Friendly Schools
Sally Millar
CALL Scotland, University of Edinburgh
20 November 2009
CALL Scotland
Communication, Access, Literacy and Learning
[email protected]
www.callscotland.ed.ac.uk
Specialists in
communication and
assistive technology to
support children who
have communication
and/or writing difficulties.
CALL works both with
individual referred pupils
and in training and
capacity building in
schools and local
authorities.
A Curriculum for Excellence
To enable all children to develop
their capacities as:
 successful learners
 confident individuals
 responsible citizens
 effective contributors to society.
A Curriculum for Excellence: The Curriculum Review Group (2004)
Language/Communication is a
fundamental competence underpinning
all four capacities
Communication is much more than just a
pupil’s ‘performance’ with speech or writing
interact
participate
Pupil voice heard
Communication – the Big Issue!
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Up to 60% of autistic children have significant communication problems.
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ICAN research reports that over 50% of all children entering school in the UK
have some kind of difficulty with speech, language and communication.
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Around 10% have communication support needs persisting beyond Primary
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Difficulties with language input and comprehension may be overlooked in
schools, where emphasis is on expressive performance and on literacy.
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Language and communication issues impact on every aspect of learning,
literacy, personal and social development– and later life chances and quality
of life. (J. Law 2007).
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Difficulties with language/communication are closely linked with literacy
difficulties
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Nisbet & Aitken (2007) estimate about 15% of all pupils in Scotland have
some kind of print disability (incl. VI)
Rationale for CFS
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Communication is a two-way process
It’s a whole school responsibility, not just an
ASN teacher or SLT job for/with one or two
individuals
How schools communicate to / with all pupils
and families is important
How individual staff members communicate
day to day with individual pupils is
fundamental.
Communication Friendly School
In a communication friendly school 
All barriers to communication are removed, to provide a
safe and accessible learning environment for everybody.
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Supports are provided so that every pupil can make sense of
his/her environment, understand others, be as independent as
possible, express him/herself to the best of his/her ability,
participate actively and have his/her voice heard.
A Nightmare Situation
Imagine this:
You find yourself inside a building in a foreign country. There are
no clocks and your watch is missing. You don’t speak a word of
the language and no one appears to understand you. Each room
in the building looks alike. You wander from room to room trying to
get out, but your situation feels increasingly alien. Eventually a
person puts you in a room and tries to get you to perform a task…
1. How do you feel?
2. How does it affect your learning
and task performance?
3. What would help you?
How does it feel?
= Inclusion and Accessibility
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Not just for special schools/units and pupils with
complex ASN
Not just about ramps and lifts!
Can be about  Reducing anxiety, supporting self-esteem and
confidence
 Promoting pupil independence
 Supporting learning
 Increasing pupil participation
 Supporting transitions
So yes – it’s vital for
Pupils that have been diagnosed with  ASD
 speech, language, communication impairments
 learning disability
- but it’s also valuable for -
Children (& parents) who  are new – in transition – don’t know their way
around, or routines, lack confidence
 have attention difficulties
 find change difficult, require consistent structures
and routines
 do not have English as first language
 experience little language / social stimulation at
home (apart from TV…)
 have limited life experiences
 have difficulties reading written text
 seem to process information slowly
 do not seem to retain/remember information
 find it hard to follow directions and instructions
 have difficulties organising themselves and
following through with tasks
 are primarily visual learners
Input
Visual Environment
Objects, Signs, Photos, Pictures and Symbols can:
 provide a context
 make ideas more concrete
 support understanding of language
 stimulate ideas
 provide focus
 ‘scaffold’ conversations
 support visual learners
Taking News home to family
Nursery / Home
school Diary
Child ‘writes’
own news diary as
she goes through
the day by marking
all the things she is
doing, and which
she likes. Symbols
provide a shared
conversation
prompt for home
Low Tech Communication Kit List
Practical - EASY TO USE
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Digital Camera
Computer
Basic Picture / symbol software (Boardmaker or equivalent)
Access to images on internet (unblock filters)
Memory sticks, CDs etc.
Laminator & laminate
Colour Printer cartridges++
Velcro (plus Velcro Policy)
Plastic pockets, display booklets etc.
Display boards around school
Low Tech is NOT ‘no cost’
Staff training and staff TIME are the most important
Useful Symbol Software
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BoardMaker V.6 / BoardMaker Plus!
+ Symbol Addenda (2006, 2008)
Widgit ‘Communicate’ series – Communicate in
Print, SymWriter, WebWide
Both now offer Mayer Johnson Picture
Communication Symbols (PCS) AND / OR Widgit
Literacy Symbols – rich resource, but potentially
confusing
Symbol Software
Good Practice Questions
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Do staff know WHY they are using it?
Do staff know the difference between PCS and PECS?
Can staff make materials (eg. worksheets, choice boards,
symbol supported reading books) or just print out single
symbol labels?
Is the software used IN SCHOOL BY SCHOOL STAFF?
(ie. NOT waiting for SLT to make materials!)
Is there a communication / symbol policy across the
school? Standardised & consistent symbol choices?
Are staff given TIME to make use of the software?
Do staff share materials?
About me
Creating symbol supported, accessible
materials
Communication Software Kit List
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Computer (with ICT technician help so it behaves EXACTLY
as needed, network issues addressed etc.)
Easy to Use picture/symbol bank for making paper materialsfor staff to use ie. Boardmaker or equivalent, eg. Widgit’s
Communicate in Print)
Interactive symbol Software for children to use – on
IWB/plasma screen, and/or switch access eg. BoardMaker
Plus!, Clicker 4/5 + PCS metafiles or other
Switch interface + switches as necessary
Easy to use software templates for making Passports, Talking
Stories, Social Stories eg. PowerPoint (NB. BM Plus!,
SymWriter, Clicker 5 could also be used)
signage
PECS
symbol
news
sheet
social
stories
symbol
worksheets
reminders
symbol
communication
book
exit pass
visual
timetable
choice
boards
voice
output
aid
Uninspiring….
Classroom timetables
old diaryto
/ new
need
bediary
personalised &
interesting
Objects of Reference Timetable
transition to symbols
Choices (vertical/pink) within fixed timetable
(horizontal/blue)
Bathroom prompt strips
Handwash prompt strip at sink
Visual behaviour and learning management strategies
Learning to wait…
Pupil Voice
What Matters to
me!
Posters
• Child is central and involved
Symbolised
Passport
sheet
Basic
Symbol
Passport
Classroom / Curricular Areas
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Visual Timetables
Symbol Labels in classroom
Picture / Symbolised Lists, instructions for
all activities
Symbolised Social Stories
Symbol supported text in reading for
information / enjoyment
Symbolised worksheets
In other words….
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Difficulties with communication are very widespread in schools.
Difficulties with communication in schools include pupils with
ASD but also spread much wider.
Many measures that are good practice in general for pupils with
communication support needs are also supportive for pupils with
ASD.
Many of the measures that support pupils with ASD are also
supportive for a wide range of other pupils with other types for
communication support needs.
Teams need to see THE BIG PICTURE and work together
The most efficient way is for schools to raise the benchmark
Well, for the local authority – or why not all of Scotland??
How to do this? We need BOTH Top down
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Scotland-wide vision
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Linked with national curriculum
for excellence, inspected by
HMIe
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Whole authority
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School Senior Management
commitment
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School policy
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School improvement plan
Bottom Up
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Individual pupil(s)’ needs, as
assessed
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Resources, tools and strategies
(including technology, software)
Establishing a person
responsible for generating
materials
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Time to develop materials
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Modifying the school
environment, staff behaviour and
expectations
Setting up an infrastructure, with
Designated coordinator
Individual staff members’
awareness, commitment and
skills
The Principles
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Management - Senior Management commitment
Environment –
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Identification of Needs
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School, staff, pupils in general, individual pupils
Development
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The physical environment is barrier-free, and supportive
Hardware and software in place to create and renew materials
CPD for staff on different kinds of communication support needs
in pupils, and to improve their own communication
Visual supports are throughout the school
All school literature is accessible
Partnerships
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Pupils’ Voices are sought and taken account of
Parents
Other agencies, especially SLT
Local Authority, other schools
CFS - Evaluating Progress
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One, Two & Three star system
Environmental & Sensory Issues
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General – signs, directions, colour coding, labelling, adequate
work spaces, conversation spaces, calm spaces
Visual – reduce visual clutter that distracts; good light; provide
visual supports
Acoustic – awareness of distracting background noise, provide
quiet spaces,
Technological – computers are accessible to all; speech
feedback, symbols available, multimedia / multiple format
approaches for teaching, learning, recording, assessing.
Planning new builds, especially PFI schools – remember
Communication Friendly School principles and build them in
from the start – can’t easily add later!
Photographs of staff with their names on a welcome board in the
foyer. Wherever possible mount photographs into pockets to
accommodate staff changes.
Doors to each room
display photograph /
name of adults.
Doors
Welcome and name of each room or class on door.
All labels are at eye level height and therefore can be easily seen.
Push and pull signs on all doors using symbols to demonstrate
push and pull action.
Displays
Having photographs, symbols and symbolised text on displays around
the school enables all students to have access to what is written.
Text can be kept to a minimum when symbols and photographs are
used.
Using photographs to support the display makes it more interesting for
everyone.
Symbolised text on displays in corridor.
See communication friendly materials at
www.widgit.com
www.mayerjohnson.com/adaptedlearning/
Fife Assessment Centre for Communication
through Technology
Symbolising the Environment
A Whole School Approach
An inclusive, whole-school initiative, which
began in one school and is now being
replicated in 85 other schools in Fife .
Using Symbols
Symbols were widely used in special education,
but in response to the presumption of mainstream
schooling,
there
was
a
need
to
establish
effective, inclusive practices. Symbolising the
environment
is
a
communication for all.
structured
approach
to
Past problems……
• Boardmaker was suggested to school staff as a
method of supporting several children with additional
support needs within the school by Speech and
Language therapy and by FACCT.
• Symbols were traditionally provided by visiting staff,
e.g Speech & Language Therapy and FACCT – delays
were common!
• It was apparent that children were not motivated to
use a system in isolation.
Past problems……
• Teachers found it difficult to create opportunities
for one child in a class using symbols.
• Symbol use focussed on particular children. Use was
sporadic, developed by external agencies and
generalisation was difficult.
Ah-ha moment!!
The LS teacher noted that all the children in
classes where the symbols were introduced
benefited from their use in a variety of ways,
therefore challenging the previously held
perception that they were only for those pupils
with a ‘recognised’ additional support need.
Spreading the word……
• Fife Senior Education Manager gave his approval and
backing for school trials (12)
• Headteacher and proposed Coordinator attend initial
meeting hosted by FACCT and ASIST (Autistic Spectrum
Information & Support team)
• Schools sign up to project……
• Schools include project in School Improvement Plan
• Designate Coordinator and Generator (+ TIME)
• Training package
• BoardMaker software and Starter pack of symbols
• Criteria and accreditation
• Sharing Resources
Bronze Criteria
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Environmental labelling
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Classroom labelling and organising
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doors
breakout areas
entrance hall
trays
cupboards
classroom areas
Visual timetables in all classes and used daily
Silver Criteria
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Choice making activities
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Self regulation
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Golden time
storytime
Snack
scripts ‘Big Deal/Little Deal’
Curricular supports
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checklists
Jolly Phonics
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Self registration
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Information – newsletters etc
Gold Criteria
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Maintain standard from Silver and Bronze
Symbols in use throughout the whole school –
evidence of their daily use within every class
Resources developed for dissemination to
others e.g. PLPs
All school literature, booklets etc to have
symbol support where appropriate
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Host visits from other schools
and keep records
Participate in future training
courses to give a coordinator’s/
generator’s perspective
Support pupil’s advocacy in terms of preparation
for planning/transition meetings etc. with symbol
support.
Support further symbol initiatives within the
school e.g. development of Talking Mats, Personal
Passports etc.
Maintain the Gold standard (annual check)
Follow-on initiatives
Assessment is for Learning
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explanatory leaflets
symbol supports
Curriculum for Excellence
Communication Friendly Schools
If you would like to know more about, or
might wish to join, the developing idea of
establishing a Scotland-wide
accreditation scheme of whole school
approach to ‘best communication
practice’, please contact:
[email protected]
Misconceptions
Visual Timetables, TEACCH work stations,
use of pics and symbols to structure the
day, labelling and displays etc. are GREAT
BUT they are communication INPUT
- only half the battle –
The child still needs to be provided with tools
for communication OUTPUT
Augmentative and Alternative Communication
AAC
Output
A means of expression using
methods other than, or additional to,
speech (commonly, several different
methods are used)
 Low Tech
 Simple Tech
 High Tech
Low Tech
Output
Picture Exchange
Communication System
(PECS)
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is a specialised form of AAC (not an
alternative to AAC)
based on behaviour modification principles
teaches child to request spontaneously
child learns to find a communication partner
helps to establish initiation of
communication
PECS Issues?
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PECS has helped many children
It is a good communication strategy, but it’s not the only one
There are many functions of language as well as requesting,
eg questioning, objecting, expressing opinions etc. Being able
to talk about past and future is important.
Peer to peer communication is difficult
PECS is not appropriate for all
Progress with PECS is dependent on good vocabulary
development
Many children should move on from PECS more quickly than
they currently do
The number of symbols needed can be problematical as
vocabulary and sentence construction increase
The motor planning of manipulating symbols can be
burdensome for some
PECS is not a full scale expressive communication system
Talking Mats
Powerful Technique
Joan Murphy of Stirling University, talks to Greg about how
he would like to spend his weekdays, and where he might
like to live after he leaves college.
Talking Mats
Partly input, mostly output. Also Evidence
Photo of a
completed Mat
acts
1) as a record
of the child’s
views
2) as evidence
of consultation
process
Misconceptions
Talking Mats
IS
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A great way to consult children for their views on
one specific topic
A good way to help to focus the child and hold his
/her attention
A good way to reduce linguistic and motor
pressures, to get at meaning
BUT - IS NOT
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a communication system in itself
Low Tech Expressive
Communication Tools
Output
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Diary sheets
Topic boards
Communication books
Communication charts
• provide a ‘bank’ of language for child to use
(recognition is cognitively easier than recall)
• provide physical communication tools for
the child to use
Output
Voice Output Communication Aids (VOCA)
Simple /Medium Tech
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Single message devices, sequenced
single messages
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Multiple message devices,
few/more/many
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see www.inclusive.co.uk
Single Message Devices
Good for  Repetitive line in stories
 Active participation
 News
 Calling for help / attention
Dozens of ideas here:
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http://callcentre.education.ed.ac.uk/SCN/Level_A_SCA/Active_SCB/active_scb.html
Sequenced Message Devices
Good for  social stories
 stories & songs
 news
 instructions
Multiple Message Devices
1.
Simple message devices,
2, 4, 8, 9, 20,32 locations, with
recorded / digitised speech
(so pre-programmed phrases)
2.
Complex, powerful VOCAS &
communication software
(synthetic voice, open ended
communication)
Most Useful for mobile users
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Springboard Lite / Vantage Lite
(LAMP = language acquisition through motor
planning)
See www.aacandautism.com
Handhelds – Jive!, Tellus Smart etc.
New Generation of VOCAs
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ProxTalker = talking PECS
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See http://www.proxtalker.com/
It takes two to – Tango!
Affordable mainstream devices
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Proloquo2Go (P2G)
on iPod Touch or iPhone
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TaptoTalk
On Nintendo DS Lite
or Nintendo DSi