Communication Friendly Schools Sally Millar CALL Scotland, University of Edinburgh 20 November 2009.
Transcript of Communication Friendly Schools Sally Millar CALL Scotland, University of Edinburgh 20 November 2009.
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Communication Friendly Schools
Sally Millar
CALL Scotland, University of Edinburgh
20 November 2009
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CALL ScotlandCommunication, Access, Literacy and Learning
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.
www.callscotland.ed.ac.uk
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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
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Communication is much more than just a pupil’s ‘performance’ with speech or writing
interact participate
Pupil voice heard
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Communication – the Big Issue!
Up to 60% of autistic children have significant communication problems.
ICAN research reports that over 50% of all children entering school in the UK
have some kind of difficulty with speech, language and communication.
Around 10% have communication support needs persisting beyond Primary
Difficulties with language input and comprehension may be overlooked in
schools, where emphasis is on expressive performance and on literacy.
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).
Difficulties with language/communication are closely linked with literacy
difficulties
Nisbet & Aitken (2007) estimate about 15% of all pupils in Scotland have
some kind of print disability (incl. VI)
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Rationale for CFS
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.
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Communication Friendly School
In a communication friendly school -
All barriers to communication are removed, to provide a
safe and accessible learning environment for everybody.
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.
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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…
A Nightmare Situation
1. How do you feel?
2. How does it affect your learning and task performance?
3. What would help you?
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How does it feel?
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= Inclusion and Accessibility 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
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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 -
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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
Children (& parents) who -
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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
Input
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Taking News home to family
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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
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Low Tech is NOT ‘no cost’Staff training and staff TIME are the most important
Practical - EASY TO USE 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 Communication Kit List
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Useful Symbol Software
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
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Symbol Software
Good Practice Questions
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?
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About me
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Creating symbol supported, accessible materials
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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 materials- for 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)
Communication Software Kit List
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visual timetable
PECS
voice output
aid
symbol worksheets
symbol communication
book
symbol news sheet
signage
reminders
choice boards
exit pass
social stories
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old diary / new diary
Classroom timetables need to be personalised & interesting
Uninspiring….
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Objects of Reference Timetabletransition to symbols
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Choices (vertical/pink) within fixed timetable (horizontal/blue)
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Bathroom prompt strips
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Handwash prompt strip at sink
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Visual behaviour and learning management strategies
Learning to wait…
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Pupil Voice
What Matters to me!
Posters
• Child is central and involved
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Basic Symbol PassportSymbolised Passport sheet
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Classroom / Curricular Areas
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
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In other words….
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??
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How to do this? We need BOTH - Top down Scotland-wide vision Linked with national curriculum
for excellence, inspected by HMIe
Whole authority School Senior Management
commitment School policy School improvement plan
Modifying the school environment, staff behaviour and expectations
Setting up an infrastructure, with Designated coordinator
Bottom Up Individual pupil(s)’ needs, as
assessed
Individual staff members’ awareness, commitment and skills
Resources, tools and strategies (including technology, software)
Establishing a person responsible for generating materials
Time to develop materials
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The Principles Management - Senior Management commitment Environment –
– The physical environment is barrier-free, and supportive– Hardware and software in place to create and renew materials
Identification of Needs– School, staff, pupils in general, individual pupils
Development – 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– Pupils’ Voices are sought and taken account of– Parents– Other agencies, especially SLT– Local Authority, other schools
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CFS - Evaluating Progress
One, Two & Three star system
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Environmental & Sensory Issues
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!
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Photographs of staff with their names on a welcome board in the foyer. Wherever possible mount photographs into pockets to accommodate staff changes.
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Doors to each room display photograph / name of adults.
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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.
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DisplaysHaving 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.
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Symbolised text on displays in corridor.
See communication friendly materials at
www.widgit.com www.mayerjohnson.com/adaptedlearning/
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Fife Assessment Centre for Communication Fife Assessment Centre for Communication
through Technologythrough Technology
Symbolising the EnvironmentSymbolising the Environment
A Whole School ApproachA Whole School Approach
An inclusive, whole-school initiative,
which began in one school and is now
being replicated in 85 other schools in
Fife .
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Using SymbolsUsing 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 structured
approach to communication for all.
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Past problems……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.
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• 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.
Past problems……Past problems……
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Ah-ha moment!!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.
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Spreading the word……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
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Bronze CriteriaBronze Criteria
Environmental labelling– doors– breakout areas– entrance hall
Classroom labelling and organising– trays– cupboards– classroom areas
Visual timetables in all classes and used daily
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Choice making activities– Golden time– storytime– Snack
Self regulation– scripts ‘Big Deal/Little Deal’
Curricular supports– checklists– Jolly Phonics
Self registration
Information – newsletters etc
Silver CriteriaSilver 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
Gold CriteriaGold Criteria
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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)
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Follow-on initiativesFollow-on initiatives
Assessment is for LearningAssessment is for Learning– explanatory leaflets– symbol supports
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Curriculum for ExcellenceCurriculum for Excellence
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Communication Friendly SchoolsIf 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:
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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
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Augmentative and Alternative CommunicationAAC
A means of expression using methods other than, or additional to, speech (commonly, several different methods are used)
Low Tech Simple Tech High Tech
Output
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Low Tech
Picture Exchange Communication System (PECS)
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
Output
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PECS Issues? 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
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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.
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Photo of a completed Mat acts1) as a record of the child’s views2) as evidence of consultation process
Talking Mats
Partly input, mostly output. Also Evidence
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Misconceptions
Talking MatsIS 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 a communication system in itself
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Low Tech Expressive Communication Tools
Diary sheets Topic boards Communication books Communication charts
Output
• provide a ‘bank’ of language for child to use (recognition is cognitively easier than recall)
• provide physical communication tools for the child to use
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Voice Output Communication Aids (VOCA)
Simple /Medium Tech Single message devices, sequenced
single messages Multiple message devices,
few/more/many
see www.inclusive.co.uk
Output
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Single Message Devices
Good for - Repetitive line in stories Active participation News Calling for help / attention
Dozens of ideas here:
http://callcentre.education.ed.ac.uk/SCN/Level_A_SCA/Active_SCB/active_scb.html
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Sequenced Message Devices
Good for - social stories stories & songs news instructions
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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)
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Most Useful for mobile users
Springboard Lite / Vantage Lite (LAMP = language acquisition through motor
planning)
See www.aacandautism.com
Handhelds – Jive!, Tellus Smart etc.
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New Generation of VOCAs
ProxTalker = talking PECS See http://www.proxtalker.com/
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It takes two to – Tango!
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Affordable mainstream devices
Proloquo2Go (P2G)
on iPod Touch or iPhone
TaptoTalk
On Nintendo DS Lite
or Nintendo DSi