Communication
Total Communication Approach
The total communication approach is about finding and using the right combination of communication methods for each person. This approach helps an individual to form connections, ensures successful interactions and supports information exchanges and conversations. A combination of methods are used, which reinforce each other and strengthen meaning for the individual.
Total Communication can involve:
- clear and simple speech to help people focus on keywords
- the use of gestures, facial expressions, body language and signing
- the use of pictures, photographs, symbols, objects and written words
- the use of sensory cues (e.g., touch and smell)
- opportunities to communicate
- appropriate integration (e.g., level and pace)
- vocalisation, intonation, and verbalisation
- access to modern technology
Total communication is also about creating a positive environment that will help you communicate and interact.
For example, this may mean:
- Changing the lighting in the room.
- Reducing the amount of background noise.
- Moving position so that you can see or hear better.
- Reducing clutter or removing things that are distracting.
Objects of Reference
Objects of Reference is any object which is used systematically to represent an item, activity, place, or person. These objects stand for something in the same way that words do. Understanding real objects is the first stage of symbolic development. Therefore using objects is considered the most concrete way of representing a word.
PECS Picture Exchange Communication System
The Picture Exchange Communication System (PECS) is a way for autistic people to communicate without relying on speech. To communicate, people use cards with pictures, symbols, words or photographs to ask for things, comment on things or answer questions.
Language-based Communication
Spoken word – Simple Language
- Limited language
- Time to process
- Using their students name before speaking
Communication is individualised depending on need e.g. some students may cope with “John can you sit down please” and others may need you to say “John sit.”
British sign language
TaSSeLs
Tactile Signing for Sensory Learners
Aided Language Sheets (ALS)
Environment Symbols
PEIC-D
Intensive Interaction
Using AAC Technology
Eyegaze
Linwood School has several eyegaze devices which allow the student to control the computer using their eyes. This technology is ideal for students with impaired motor skills who cannot operate a touch screen or switch system.
AAC – Augmentative Alternative Communication Devices
Some of our students also use iPads with text/image to speech apps such as TD Snap.
Non-verbal communication
- Tone of voice
- Gesture
- Facial expressions
- Body language
- Contingent touch
Signalong
Signalong is a registered charity, that provides resources and training in visual communication based on British Sign Language.
They post videos on their Facebook page of signs in action.
Signalong empowers students with impaired communication skills to understand and express their needs by providing sign vocabulary for life and learning.
At Linwood School, we believe that signing supports the language development of many of our students.
All students and staff are encouraged to learn Signalong – so that we can ALL communicate with one another.
Signalong courses are held regularly for school staff and parents/carers.
Maths Measure Signalong Videos
To encourage Total Communication at home and at school, we are developing Signalong videos to support mathematical concepts. These videos can be used to teach maths in real life situations.
This collection of videos is measure-themed and includes: balance, compare, float, heavy, less, light, more, same, sink and weigh.
Dorset Children and Young People’s Speech & Language Service
Working across Linwood School
Our Speech and Language Therapy Team is employed by the local NHS and contracted to provide support across Linwood School. The team includes Speech and Language Therapists and Assistants who work closely with teaching staff, community paediatricians, and other therapy services. Eating and swallowing difficulties are not managed by this service but referred to the wider community Dysphagia Service. Parent or Guardian consent is required for a referral to our Speech and Language Therapy Service.
What support is offered?
Support is delivered following the Balance System Framework – an evidence-based approach to supporting caseloads of children and young people with Speech, Language, and Communication needs by offering 3 Levels of Support across 5 Strands.
Universal – Support for communication available to all children and young people at Linwood School without the need for assessment or direct input from a Speech and Language Therapist. Classroom staff are specifically trained to provide this level of support consistently across all classes and can access further training and advice from the team as needed.
Targeted – Additional support is given on top of universal strategies to specific children. The Speech and Language Therapy Team and classroom staff work together to provide this support, usually involving a programme and activities delivered by classroom staff on a 1:1 and classroom basis.
Specialist – Highly specific, individual, and specialist support that can only be provided by a Speech and Language Therapist, such as formal language assessments, highly specific programmes requiring specialist training and qualification, and assessment for Augmentative & Alternative Communication.
Each level may look a little different at each campus, based on the children and young people who attend. Students receive support at their level and from the levels below it.
These Levels of Support span across 5 strands: Family Support (e.g. parent meetings and workshops), Environment (e.g. introducing school wide communication boards), Workforce (e.g. delivering training to classroom staff), Identification (e.g. classroom observations and meetings to identify students in need of more support), and Intervention (e.g. direct or indirect input to meet targets).
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