Communication Friendly Schools

Sally Millar

CALL Scotland, University of Edinburgh

20 November 2009

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.

Sally.Millar@ed.ac.uk

www.callscotland.ed.ac.uk

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!

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)

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.

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.

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?

How does it feel?

= 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

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 -

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 -

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

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 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

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

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?

About me

Creating symbol supported, accessible materials

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

visual timetable

PECS

voice output

aid

symbol worksheets

symbol communication

book

symbol news sheet

signage

reminders

choice boards

exit pass

social stories

old diary / new diary

Classroom timetables need to be personalised & interesting

Uninspiring….

Objects of Reference Timetabletransition 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

Basic Symbol PassportSymbolised Passport sheet

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

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??

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

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

CFS - Evaluating Progress

One, Two & Three star system

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!

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.

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.

Symbolised text on displays in corridor.

See communication friendly materials at

www.widgit.com www.mayerjohnson.com/adaptedlearning/

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 .

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.

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.

• 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……

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.

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

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

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

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

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 initiativesFollow-on initiatives

Assessment is for LearningAssessment is for Learning– explanatory leaflets– symbol supports

Curriculum for ExcellenceCurriculum for Excellence

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:

Sally.Millar@ed.ac.uk

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 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

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

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

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.

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

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

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

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

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

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

Springboard Lite / Vantage Lite (LAMP = language acquisition through motor

planning)

See www.aacandautism.com

Handhelds – Jive!, Tellus Smart etc.

New Generation of VOCAs

ProxTalker = talking PECS See http://www.proxtalker.com/

It takes two to – Tango!

Affordable mainstream devices

Proloquo2Go (P2G)

on iPod Touch or iPhone

TaptoTalk

On Nintendo DS Lite

or Nintendo DSi